Here you’ll find the project website: http://id-eye.eu/

Project manual Here you’ll find the project manual in English: http://results.id-

eye.eu/eBook/Workshop_Instructor_Manual/EN Here you’ll find the project manual in Greek: http://results.id-

eye.eu/eBook/Workshop_Instructor_Manual/EL Here you’ll find the project manual in Spanish: http://results.id-

eye.eu/eBook/Workshop_Instructor_Manual/ES Here you’ll find the project manual in Polish: http://results.id-

eye.eu/eBook/Workshop_Instructor_Manual/PL Here you’ll find the project manual in Lithuanian: http://results.id-

eye.eu/eBook/Workshop_Instructor_Manual/LT Here you’ll find the project manual in Dutch: http://results.id-

eye.eu/eBook/Workshop_Instructor_Manual/NL Here you’ll find the project manual components: http://results.id-eye.eu/eBook

Project material Here you’ll find project files to download: http://results.id-eye.eu/eBook/Downloads Here you’ll find game-related material: http://results.id-

eye.eu/eBook/IDentifEYE_Game_Components Here you’ll find project outcomes: http://results.id-eye.eu/eBook/Project_Public_Outcomes

Project video: Here you’ll find the project video in English: http://results.id-eye.eu/eBook/Promotional_Video/EN Here you’ll find the project video in Greek: http://results.id-eye.eu/eBook/Promotional_Video/EL Here you’ll find the project video in Spanish: http://results.id-eye.eu/eBook/Promotional_Video/ES Here you’ll find the project video in Polish: http://results.id-eye.eu/eBook/Promotional_Video/PL Here you’ll find the project video in Lithuanian: http://results.id-

eye.eu/eBook/Promotional_Video/LT Here you’ll find the project video in Dutch: http://results.id-eye.eu/eBook/Promotional_Video/NL Here you’ll find the project video in Augmented Reality: http://results.id-

eye.eu/eBook/Promotional_Video_AR

PROJECT VIDEO IN AUGMENTED REALITY

Please visit: http://results.id-eye.eu/eBook/Promotional_Video_AR and follow the instructions.

Attention. You will need a webcam to experience this. If you would be asked to give your permission to use the camera, please provide it. Hold the marker still, in parallel to your webcam. Make sure that the whole marker is visible to the cam and that you do not cover the marker with your hands.

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INSTRUCTOR INTRODUCTION

IntroductionWelcome instructor! Thank you for being interested in the IDentifEYE project.The overall aim of the IDentifEYE project is to enhance student online safety by empowering student online resilience. But, you will not instruct students. You will instruct teachers. The reason for this is scalability. In order to reach students in a scalable, structured way there are only two gateways: parents and teachers. Because teachers are organized and have a far larger reach than parents they are the ones you will deal with.

Teachers are not the easiest group to work with. They feel overburdened and underappreciated. And they have become cynical when it comes to innovations. Education researcher Dylan Wiliam (2011) writes: “Because teachers are bombarded with innovations, none of these innovations has time to take root, so nothing really changes. And worse, not only is there little or no real improvement in what happens in classrooms, but teachers get justifiably cynical about the constant barrage of innovations to which they are subjected.”Your task will be to find a way to win them over. What usually helps is to acknowledge that within the education system they are the most important factor when it comes to improving the quality of education. Teacher quality has the biggest impact on student performance. A good teacher at a bad school turns out better students than a bad teacher at a good school.

The IDentifEYE project will not revolutionize teaching. As Dylan Wiliam writes: “there haven’t been any real breakthroughs in teaching for the last two thousand years. Teachers need professional development because the job of teaching is so difficult, so complex, that one lifetime is not enoughto master it.” The only thing the IDentifEYE project proposes is for teachers to try out a few new elements in their normal teaching. The project offers a menu card from which, hopefully, some items will be regularly used by teachers in their day-to-day teaching.All items on the IDentifEYE menu card will have a positive impact on student online safety. And all will, at the same time, change teacher student relations for the better. They will help students be more open to feedback, more open to learning, more engaged, and more positively responsive while feeling co-responsible for their learning process and for their reaction to social processes around them. At the same time, the items will open new channels of communication between teachers and students, leading to a more personal trust relationship. As a result, the elements that teachers will encounter in this workshop will make their job in the class room easier and more interesting. And they will make their students more resilient, especially regarding new technologiesand online experiences. This resilience will enhance student online safety. That’s what’s in it for teachers.

Good practicesSo, how does the project achieve this? It introduces new elements to teachers on four levels: new topics – (online) identities and a critical view on globalized society – interactive didactics, elementsof prophylactics and introductions to new technologies and in particular to Augmented Reality. These elements are customized for two different target groups: teachers teaching students aged 8-11 and teachers teaching students aged 12 – 14. And it is you who will introduce these teachers to all of this.

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What you will present to teachers in this workshop are sets of good practices on all four levels. These good practices are elements that can be implemented by teachers in their lessons straight away.You will need background information in order to be able to present these good practices, and lots of it. This background information you will find in this manual.

Workshop sessionsHow does the workshop concretely look like? The workshop consists of six sessions, five of which will be conducted by you.In the first two sessions you will present good practices concerning identities, interactive didactics and prophylactics for teachers teaching 8 – 11 year olds and identities, society, interactive didacticsand prophylactics for teachers teaching 12 – 14 year olds.

In session three you will present new technology good practices and an educational Augmented Reality game that was the starting point for creating this workshop. The game comes in two versions: for students aged 8 – 11 years about data sharing and online identities and for students aged 12 – 14 year about communication in the class room. At the end of session three you will ask teachers to start creating their own lesson plan, involving workshop good practices from all four levels. In session four the participants will finalize their lesson plans.The creation of lessons plans is the essence of the workshop. It is a first step to get teachers to reflect on how to concretely introduce and test elements from all four levels into their regular, curricular lessons.

The fifth part of the workshop does not involve you. During this session teachers implement their individual lesson plans in their own class rooms. They are to experience the effect of the new elements that they decided to test out. During the pilot phase of the project this was the moment that teachers saw the effect of the good practices that they had chosen for their own students. It was the moment that many teachers felt quite insecure, or at least unsure of what to expect. And it was the moment in which they were surprised by the positive response by their students. In none of the pilot sessions teachers experienced a negative reaction in their classes.In the sixth part of the workshop, session five, you meet up with the teacher participants again to evaluate what went well and what did not.

Workshop methodThe structure of the sessions is loosely based on a method called Brain Essential Learning Steps. The creators of the B.E.L.S. method – Brain Essential Learning Steps – define it as “a consistent thematic approach to teach children curricular content retained through interpretation and application”.There are four Brain Essential Learning Steps:

B.E.L.S. 1: Providing an introduction on a subject; B.E.L.S. 2: Brainstorm and list ideas connected to the subject; B.E.L.S. 3: Create a plan for action on the subject; STEP 4. Implement the plan for action.

The IDentifEYE project has added a fifth step to these four: Evaluation.

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The following lifelong learning skills are developed by means of B.E.L.S.: Problem Solving; Risk Taking; Cooperative Learning; Creativity; Cognitive Responsibility Systems.

Teacher challengesYour role during the workshop is crucial. You are the one who will be confronted with teachers complaining about them having to do yet another chore, while their work schedule is already stretched to the maximum. You will meet a sceptical attitude by teachers about yet another innovative workshop. And you will hear the sighs when teachers hear that they will have to evaluate their implemented lessons because that means yet another few hours of additional work in the evening.

Nevertheless, by showing teachers what is in it for them you can win them over. Many teachers struggle with the use of new technology in the class room. This is not so much because they are too ignorant or too conservative but rather because they feel that students in their class room are much better with new technology. They are afraid they will lose authority when touching upon the subject. Also, quite a few teachers have a trust issue with their students. They believe that if they allow technology to be used in the class room students will use it to play games or to communicatewith their friends, rather than use it for their assigned task. By means of the IDentifEYE workshop teachers can take a relative safe first or next step, because “it’s only an experiment”.Many teachers also struggle with their current top-down didactics. The downside of this didactics is that teachers know what they teach but only can find out what their students have learned when the students are tested. The test results are important not just for the future of the students but also for the future of the teachers: they are being evaluated on the success rate of their students. Unfortunately when the test results come out it is too late to improve the success rate – the next subject already awaits. The IDentifEYE workshop gives teacher an excuse to experiment with interactive didactics that allows for testing during the lessons.A third major teacher issue is where to draw the line between professional and private. How does one react to (cyber-)bullying? How does one deal with students who have serious problems at home? Does one need to be available for students in the evenings and during the weekends too? By introducing elements of prophylactics teachers get tools to deal with these types of issues too.

Student online safetyHow is this exactly related to student online safety? The good practices that teachers will encounter during the IDentifEYE workshop do not just impact them but will also impact their students. The impact on their students is that student resilience is being empowered. The identity related workshop elements are to make them define themselves in a less all-or-nothing fashion so that they will become less vulnerable for identity meltdowns as a result of online attacks or experiences. The didactics and prophylactics will help them to be embedded in a more trusted environment so that they will always have someone to turn to when things go wrong online. And the new technology elements open up concrete communication channels with their teachers about online experiences.

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The idea that online safety can be increased by student empowerment is not new. The research EUKids Online II brought to the forefront that the most effective instrument to promote youngster safety online is talking about online experiences with an adult. It also showed that youngsters who are protected by filters and are forbidden by adults to experiment online seldom encounter stressful situations online but when they do the impact of these situations on them may be immense. Youngsters who experiment a lot, on the other hand, become resilient. They encounter alot of stressful online situations but the impact of these situations is much less severe.

The project does not only aim to stimulate better teacher student contacts and teacher student contacts on online experiences. The project also aims to improve peer contact amongst youngstersby means of the project good practices. A study by the University of Sussex found that even one single close friendship empowers resilience among low-income youngsters.

Workshop elementsIn order to present the concrete workshop impact on all three levels – impact on student online safety, teacher impact and student impact - it is time to introduce the workshop elements individually.The topic of identity consists of two components: “identity labels” for all age groups and “learning types” for the age group 8-11. Identity labels refer to the way we define ourselves. All of us create a self-definition of whom we are when we introduce ourselves to someone or present ourselves in an online profile. In these self-definitions we use labels such as “smart” or “pretty” as in “I’m smart” or “I’m pretty”. The type of labels we use is important for our openness to others – or defensiveness.While youngsters from the age of 11 and up start to reflect on general rules they encounter, younger children are mostly focused on their direct surroundings and on themselves. For these younger children, therefore, there is a module on learning types. The way they think they can achieve good results at school affects their resilience and ability to reflect on themselves.The older children of the IDentifEYE target group are served a module on the society they live in order to trigger their reflections on the rules that they follow and the situations they encounter that are the consequence of our current globalization and ultra-consumption.These modules are followed-up by modules on interactive didactics, prophylactics, new technologyand the Augmented Reality game in two age-specific versions.

Impact tablesMODULE IMPACT ON INTERNET

SAFETYIMPACT ON TEACHERS

IMPACT ON STUDENTS

IDENTITY LABELS Less all-or-nothing reactions to online challenges, less prone to being one-dimensionally profiled.

More positively responsive students.

More open to feedback, more opento learning.

LEARNING TYPES Less resignation when meeting online challenges, less prone to being one-dimensionally profiled.

More positively responsive students.

More engaged, more positively responsive to challenges.

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SOCIETY More critical attitude online, better skills to deal with “otherness” online.

More critically responsive students, more tolerant students.

More critical attitude, more civil skills.

DIDACTICS Having an adult to communicate with about online experiences is the most effective instrument to enhance student online safety.

Focus on student learning rather than on teaching, more frequent and meaningful communication – both teacher/ student and student/student, formative assessments during the lessons. More student engagement and deeper trust relationships.

Co-responsibility for one’s learning process, more engagement. More personal teacher/ student contact.

PROPHYLACTICS 8-11

Having an adult to communicate with about online experiences is the most effective instrument to enhance online student safety. Children may enter the online world more consciously and safely when they can ask an adult for help.Having a peer friend is essential to overcome challenges, especially for more vulnerable students.

Building conscious relation and sense of trust in the classroom, enlarging teacher’s abilities to communicate with students, more use of interactive methods.

Closer relations with their teacher, enlarged risk awareness, a better communication with their peers, a greater involvement in their studying.

PROPHYLACTICS 12-14

Having an adult to communicate with about online experiences is the most effective instrument to enhance online student safety.

Deeper trust relationships, better teacher responsiveness towards interactivity.

Deeper embedding in one’s environment, improving adult – youngster and peer-to-peer communication and stimulating engagement. More personal teacher/ student contact.

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NEW TECH Having an adult to communicate with about online experiences is the most effective instrument to enhance student online safety.

Less teacher anxiety, more openness to new education technology. A deepertrust relationship with students.

Getting communication options to talk about new technology and online experiences with teachers.

AR GAME (8-11) Provoking reflections ondata sharing, online identities and online safety.

Being a moderator facilitating peer-to-peer communication.

Getting communication options to talk about online experiences peer-to-peer. Temporary higher engagement, higher concentration levels, higher trust levels.

AR GAME (12-14) Provoking discussion onteacher – student communications as a starting point for teachers becoming suitable adult to communicate about online experiences.

Being a moderator facilitating peer-to-peer communication while hearing student communication preferences.

Getting communication options to talk about didactics. Co-responsibility for one’s learning process. Temporary higher engagement, higher concentration levels, higher trust levels.

The impact of the workshop methodology, B.E.L.S., is framed in the following table:MODULE IMPACT ON

INTERNET SAFETYIMPACT ON TEACHERS

IMPACT ON STUDENTS

B.E.L.S. Facilitates relevant lessons on online identities, data sharing and online safety.

New skill set to create a lesson plan with colleagues or with students.

Co-responsibility for one’s learning process, more engagement.

Workshop aim and success criteriaThe aim of the workshop is to positively impact teachers, students and student online safety. All the workshop elements are designed to make a positive impact on all three levels as the table above illustrates.The success criteria for this workshop are:

In the evaluation form teachers state that during their implementation lesson they made a positive impact on their teaching, their students and student online safety by implementingsome of the workshop good practices, especially the AR game.

In the evaluation form teachers indicate that there are workshop good practices that they will use again.

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During a follow-up meeting a few months after the workshop implementation it appears that teachers are still using some of the workshop good practices. This does not mean that teachers admit to this – the good practices could have been so integrated already in their day-to-day teaching that they forgot about the origin and consider these good practices as elements that were always there. This would be the best possible outcome.

During this follow-up meeting it occurs that teachers have tried out workshop good practices after the workshop that they did not try out in their implementation lesson.

During the evaluation session together with the teacher you draw up a list of Best Practices and lessons learned – and mail this list to the project partners (specifically to Mr. Onno Hansen: onno.hansen@gmail.com).

How to read the manualThe manual consists of the following elements:

A theoretical background to the workshop age differentiation; Overviews of the workshop session per age group; Instructor background information; Instructor practical documents; Workshop documents; Project information.

Enjoy your reading!

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TABLE OF CONTENTSPROJECT VIDEO IN AUGMENTED REALITY............................................................................................1INSTRUCTOR INTRODUCTION...............................................................................................................3THE SOCIAL-PSYCHOLOGICAL CHARACTERISTICS OF CHILDREN IN THE AGE GROUP 8-14................12WORKSHOP OVERVIEW......................................................................................................................16WORKSHOP OVERVIEW......................................................................................................................19SESSION 1...........................................................................................................................................22SESSION 2...........................................................................................................................................26SESSION 3...........................................................................................................................................29SESSION 4...........................................................................................................................................32LESSON PLAN (45 minutes duration)..................................................................................................33MODEL LESSON PLAN 2 (45 minutes duration)..................................................................................37IMPLEMENTATION LESSON.................................................................................................................40SESSION 5...........................................................................................................................................41SESSION 1...........................................................................................................................................43SESSION 2...........................................................................................................................................47SESSION 3...........................................................................................................................................50SESSION 4...........................................................................................................................................53LESSON PLAN (45 minutes duration)..................................................................................................55MODEL LESSON PLAN 2 (45 minutes duration)..................................................................................61IMPLEMENTATION LESSON.................................................................................................................63SESSION 5...........................................................................................................................................64BACKGROUND TO SESSION 1..............................................................................................................66BACKGROUND TO SESSION 2..............................................................................................................78BACKGROUND TO SESSION 3..............................................................................................................94WHAT IS B.E.L.S.?..............................................................................................................................109INSTRUCTOR DOCUMENTS...............................................................................................................111INSTRUCTOR LOGISTICS....................................................................................................................112PROJECT DESCRIPTION.....................................................................................................................114DIAGNOSTIC QUESTIONS..................................................................................................................119HOW TO PLAY THE AR GAME............................................................................................................121HOW TO PLAY THE AR GAME............................................................................................................134Preparations for the copying of the game........................................................................................143CREATING AN AR GAME...................................................................................................................147IDentifEYE WORKSHOP – DECLARATION OF CONSENT PARTICIPATION AND USE OF IMAGE..........158INSTRUCTOR EVALUATION................................................................................................................159WORKSHOP DOCUMENTS................................................................................................................161WORKSHOP PRESENTATION 8-11.....................................................................................................162WORKSHOP PRESENTATION 12-14...................................................................................................167SUCCESS CRITERIA............................................................................................................................172LEVEL 1 GOOD PRACTICES................................................................................................................173LEVEL 1 GOOD PRACTICES................................................................................................................174LEVEL 2 GOOD PRACTICES................................................................................................................175LEVEL 3 GOOD PRACTICES................................................................................................................176LEVEL 3 GOOD PRACTICES................................................................................................................177LEVEL 4 GOOD PRACTICES................................................................................................................178AR MARKERS.....................................................................................................................................180

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IDentifEYE WORKSHOP - AR game task............................................................................................181IDentifEYE WORKSHOP - AR game questionnaire............................................................................182LESSON PLAN (45 minutes duration)................................................................................................183TEACHER EVALUATION......................................................................................................................186EVALUATION.....................................................................................................................................188TEACHER EVALUATION TOOLS..........................................................................................................190CERTIFICATE OF WORKSHOP ATTENDANCE.....................................................................................192PROJECT PARTNERS..........................................................................................................................193SUPPORTING PARTNERS...................................................................................................................196VERY SPECIAL THANKS TO:...............................................................................................................198

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THE SOCIAL-PSYCHOLOGICAL CHARACTERISTICS OF CHILDREN IN THE AGE GROUP 8-14

IntroductionStudents in the age groups 8-11 and 12-14 clearly differ in behavior, their skills, understandingsocial norms and the degree of physical, mental and social development. This is what we, adultsworking with them on a daily basis, should not forget. But what unites these two age groups is thefact that both late childhood and adolescence is a difficult time for the young individual, as well asfor their environment. What can be regarded as particularly important is the fact that as adults /teachers in both periods (in which emotional maturity, identity and their own "I" is dynamicallyshaped) is putting special emphasis on relationship building, dialogue, communication or simplyfriendship with the students. We assume that this will help students to safely go through certainstage of their development, and for us – to better understand and help them. More detailedcharacteristics of both groups are given below.

Characteristics of age group 8-11In psychology, the developmental period between 8 and 11 years is most often called the period oflate childhood, before entering in puberty. Both late childhood and adolescence are difficult timesfor a young individual, but also for their environment.The child in earlier stages of development was taught to recognize and express emotions. The childby now is a social being, a member of a group and can have relationships with others. Frequentlythey have experienced their first friendships.

The child creates an ever more complex self-image, begins to expand, diversifies its "I". During thisperiod the child is no longer just a unit, it’s building its identity as a group member. In the words ofStrelau the child goes to a "higher operational level of thinking" (Maria Kielar-Turska in: Strelau, J.,"Psychology. Academic Handbook", Volume 1, p. 307, GWP, 2002). The child begins to be guided bythe principles adopted by the group to which he or she belongs. The child’s cognitive activity becomes more and more systematic. The child can focus its attentionbetter and uses different strategies to remember the absorbed material.

There are new mental activities - specific operations on simple tasks, such as addition, subtraction,multiplication or division. With these skills the child can solve tasks that contain completeinformation. Babies cannot yet formulate the principles, rules or laws based on concreteoperations.

Looking at the moral development of children aged 8-11 years, it is impossible not to recall theachievements of researchers such as Jean Piaget and Lawrence Kohlberg. They believe that moraldevelopment of a unit runs in stages, without the ability to override any of the stages ofdevelopment. Each subsequent change affects the further development of the individual. BothPiaget and Kohlberg claim that the late childhood is followed by one of the milestones of children’smoral development. In the childhood, the unit is guided by the principle based on “crime andpunishment” social rules of behavior (Maria Kielar-Turska in: Strelau, J., “ Psychology. AcademicHandbook ", Volume 1, p. 308, GWP, 2002).

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During childhood the child is able to perceive and interpret (understand) the emotional states ofothers. Guided by the principles and norms applicable in a group it assumes that whatever leads tomutual benefit is the right thing to do. On the other hand, the child treats group policies asexternal (although respects them) and therefore assumes that in each case the good is what hasbeen (legally) established by the norms and principles.At the end of childhood the child enters the "conventional level of moral development. The child,adopting the perspective of his or her own, takes into account the perspectives of others; showsinterest and concern for others and tries to maintain good relations with others" (Maria Kielar-Turska in: Strelau, J., “Psychology. Academic Handbook”, Volume 1, p. 308, GWP, 2002).The period of late childhood is a time of becoming a member of the classroom, which is a formalgroup. The child develops relationships with peers, builds its position in class, looks for its place init. This position, however, doesn’t need to be constant, in the course of learning it can change.Friendships during this period become permanent at the end of late childhood. It’s a time ofinterest development.A very important component of the child's personality is a self-image. It’s affected by the opinionsof adults and comparisons with others. A self-esteem is being formed.

Characteristics of age group 12-14In psychology, the development period called adolescence is assumed contractually as a timebetween 12 and 18 years old. Its beginning designates the physical changes, which signalizesbiological maturation. Changes in the physique, gaining weight, deepening of the voice orappearance of hair in different parts of the body, are serious, often difficult changes to accept for ayoung individual. There are also series of changes in the mental sphere, resulting in theachievement by an individual the psychological maturity. Both late childhood and adolescence aredifficult not only for a young individual, but also for their environment.

In the first phase of adolescence, beyond observable physical changes, we can often notice adeterioration of motor coordination. The movements lose their fluidity and lightness, they are lessprecise. Sometimes hyperactivity appears.

According to Jean Piaget (source: Strelau, J., "Psychology. Academic Handbook", Volume 1, p. 311,GWP, 2002) during adolescence a unit enters the period of formal operations in thinking. Forexample, a young individual sees the connection between the premise and a possible consequence(eg. if you read a given material, you will answer the questions during the quiz). Deductivereasoning is formed. The young individual reason creates hypotheses and looks for an opportunityto check them in reality.What gradually appears in thinking during adolescence is the reflexivity, criticism, own opinionsand shaping of independence from other people’s opinions. Also the imagination develops.Growing up, a young individual seeks his own identity. According to Erik Erikson it's then when "anidentity crisis in the development appears " (Erikson, 1997, for: Strelau, J., "Psychology. AcademicHandbook", Volume 1, p. 314, GWP, 2002). The solution to this crisis is to merge one's own pastand the present to what he already knows about himself and what he learns or discovers. Theeffect of a positive solution to the crisis is a strong sense of one’s own "I".In Piaget's concept of moral development, autonomous morality drops in the adolescence stage. Ayoung individual learns that "the complex of social situations require high plasticity of conduct,and absolute application of the rules may lead to conflicts" (Strelau, J., "Psychology. AcademicHandbook", Volume 1, p. 315, GWP, 2002).

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The young individual firmly commits to free himself from the influence of adults. It is not easy.Many times parents, not wanting to let their children grow up too quickly, put a number ofrestrictions against which the young individual rebels. Many conflicts can occur in parent-childrelationship. The child becomes more critical, learns that any question can be examined from manysides. In accordance with the principle of moral conformism, in his action, he often adapts to thegroup and is affected by the opinion of majority.

Summary - Characteristics of the age groups described

Age group 8-11A child in the earlier stages of development learned to recognize and express emotions, is a social being, a member of the group, is able to establish relationships with others.

A self-image is being created, the child begins to expand and diversify its "I" – it’s no longer just a unit, the child builds its identity as a group member;

The child starts to be guided by the principles adopted by the group to which it belongs; More and more systematic becomes cognitive activity, the child better focuses attention, also uses

different strategies to remember absorbed material; There are new mental operations - such addition, subtraction, multiplication or division. With these

skills the child can solve problems that contain complete information. Babies cannot yet use concrete operations to formulate the principles, rules, or laws;

Late childhood is one of the milestones in moral development of children; The child can already perceive and interpret (understand) the emotional states of others; The period of late childhood is a time of becoming a member of the classroom, which is a formal

group; the child develops relationships with peers, builds its position in class, looks for their place init;

Friendships in the period of late childhood become permanent; It’s the time of interests development; A very important component of the child's personality is the self-image; children are affected by the

opinions of adults, compare with others; Self-esteem is being shaped.

Age group 12-14This age is marked by psychologists as a "crisis of identity development" often manifested as"rebellion" and risk behaviors.

Physical changes which are the signal of biological maturation are often difficult to accept by a young individual;

There is a number of changes in the mental sphere, resulting in the achievement of the mental maturity;

Deductive reasoning is being shaped; a young individual argues by forming a hypothesis and looks for an opportunity to check it in reality;

Reflexivity, criticism, own opinions and the development of the independence from other people’s opinions appear; imagination is being developed;

A young individual growing up seeks for his own identity; according to Erik Erikson it is then when "an identity crisis is marked in the development";

A young individual firmly commits to free himself from the influence of adults; Many conflicts in parent - child relationship can occur; the child becomes more critical;

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In accordance with the principle of moral conformism a young individual often adapts to the group in his actions and is affected by the opinion of majority;

A young individual looks for his way through experiencing different, often risky, situations.

Despite the fact that both periods of development in many ways significantly differ from eachother, for us adults - parents / teachers - it's important to remember that in both these periods,young people need us as "wise adults", i.e. friends, guides and teachers. Without us they oftencannot handle difficult and threatening situations.

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WORKSHOP OVERVIEWAge group: 8-11

SESSION 1The objective of this session is to transfer knowledge of identities and learning types.

Success criteria: The teacher participants are able to explain the impact effects of identity labels and learning types on three levels: their teaching, their students and student online safety.

TIME IN ‘ MODULE DESCRIPTION15 Explaining aim of the workshop10 Identity labels10 Good practices5 Discussion10 Learning types10 Good practices5 Discussion10 Identity theories10 New online technologies and identity5 Discussion

SESSION 2The objective of this session is to transfer knowledge on interactive didactics and prophylactics.Success criteria: The teacher participants are able to explain the impact effects of interactive didactics and prophylactics on three levels: their teaching, their students and student online safety.

TIME IN ‘ MODULE DESCRIPTION

10 Interactive didactics20 Good practices15 Discussion15 Elements of prophylactics15 Good practices15 Discussion

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SESSION 3The objective of this session is to transfer knowledge of education technologies and Augmented Reality (AR)and on how to create and play an Augmented Reality game.

Success criteria: The teacher participants are able to explain the impact effects of educational technologies and the AR game on three levels: their teaching, their students and student online safety.

TIME IN ‘ MODULE DESCRIPTION10 Educational technologies25 Playing the AR game 20 Creating an AR game15 Discussion5 Teacher perspective on the lesson plan15 First lesson plan sketch

SESSION 4The objective of this session is that teachers will fill out the lesson plan template or choose an existing lesson plan (one of the two model lessons).

Success criteria: The teacher participants are able to write down hypotheses on the impact effects of their lesson plan on three levels: their teaching, their students and student online safety.

TIME IN ‘ MODULE DESCRIPTION80 Teachers create individual lesson plans10 Discuss the evaluation template

IMPLEMENTATION SESSIONThe objective of this lesson is for teachers to implement and evaluate their lesson plan, their decisions and their chosen good practices.

Success criteria: The teacher participants are able to test the impact effects of their lesson plan on three levels: their teaching, their students and student online safety.

TIME IN ‘ MODULE DESCRIPTION45 Teachers implement their own lesson plan at their

school30 Teachers fill out the evaluation template

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SESSION 5The objective of this session is to evaluate the individual teacher sessions and create a set of Best Practices and Lessons learned (BP/LL).

Success criteria: The teacher participants are able to evaluate the impact effects of their lesson plan on three levels: their teaching, their students and student online safety.

TIME IN ‘ MODULE DESCRIPTION30 Teacher summaries of their implementations50 Discussion leading to a BP/LL list10 Handing out certificates

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WORKSHOP OVERVIEWAge group: 8-11

SESSION 1The objective of this session is to transfer knowledge of identities and the concept of “liquid life”.

Success criteria: The teacher participants are able to explain the impact effects of identity labels and the concept of “liquid life” on three levels: their teaching, their students and student online safety.

TIME IN ‘ MODULE DESCRIPTION15 Explaining aim of the workshop10 Identity labels10 Good practices5 Discussion10 “Liquid life”10 Good practices5 Discussion10 Identity theories10 New online technologies and identity5 Discussion

SESSION 2The objective of this session is to transfer knowledge of interactive didactics and prophylactics.

Success criteria: The teacher participants are able to explain the impact effects of interactive didactics and prophylactics on three levels: their teaching, their students and student online safety.

TIME IN ‘ MODULE DESCRIPTION

10 Interactive didactics20 Good practices15 Discussion15 Elements of prophylactics15 Good practices15 Discussion

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SESSION 3The objective of this session is to transfer knowledge of education technologies and Augmented Reality (AR)and on how to create and play an Augmented Reality game.

Success criteria: The teacher participants are able to explain the impact effects of educational technologies and the AR game on three levels: their teaching, their students and student online safety.

TIME IN ‘ MODULE DESCRIPTION10 Educational technologies25 Playing the AR game 20 Creating an AR game15 Discussion5 Teacher perspective on the lesson plan15 First lesson plan sketch

SESSION 4The objective of this session is that teachers will fill out the lesson plan template or choose an existing lesson plan (one of the two model lessons).

Success criteria: The teacher participants are able to write down hypotheses on the impact effects of their lesson plan on three levels: their teaching, their students and student online safety.

TIME IN ‘ MODULE DESCRIPTION80 Teachers create individual lesson plans10 Discuss the evaluation template

IMPLEMENTATION SESSIONThe objective of this lesson is for teachers to implement and evaluate their lesson plan, their decisions and their chosen good practices.

Success criteria: The teacher participants are able to test the impact effects of their lesson plan on three levels: their teaching, their students and student online safety.

TIME IN ‘ MODULE DESCRIPTION45 Teachers implement their own lesson plan at their

school30 Teachers fill out the evaluation template

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SESSION 5The objective of this session is to evaluate the individual teacher sessions and create a set of Best Practices and Lessons learned (BP/LL).

Success criteria: The teacher participants are able to evaluate the impact effects of their lesson plan on three levels: their teaching, their students and student online safety.

TIME IN ‘ MODULE DESCRIPTION30 Teacher summaries of their implementations50 Discussion leading to a BP/LL list10 Handing out certificates

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SESSION 1Description for age group 8-11

TIME IN ‘ MODULE DESCRIPTION PPT SLIDE HANDBOOK SECTION15 Explaining aim of the

workshop1 INSTRUCTOR INTRODUCTION

PROJECT DESCRIPTIONWORKSHOP POWERPOINT 8-11SUCCESS CRITERIADECLARATION OF CONSENT

10 Identity labels 2 DIAGNOSTIC QUESTIONSSESSION 1 BACKGROUND

10 Good practices 3 LEVEL 1 8-11 GOOD PRACTICES5 Discussion 410 Learning types 5 DIAGNOSTIC QUESTIONS

SESSION 1 BACKGROUND10 Good practices 6 LEVEL 1 8-11 GOOD PRACTICES5 Discussion 710 Identity theories 8 SESSION 1 BACKGROUND10 New online technologies and

identity9 SESSION 1 BACKGROUND

5 Discussion 10

Start the PowerPoint presentation. Make sure you’ll show the right slide at the right moment during the workshop, as indicated in the table.Hand out the success criteria document. Ask for the remaining teacher Declaration of consent documents.

Explaining the aim of the workshopAfter you have introduced yourself you explain the aim of the workshop:

You [teacher] will learn in this five-session workshop to create, implement and evaluate 45-minutes lesson plans for your students aged 8-11. The lessons are to enhance student resilience to deal withonline experiences – and thereby enhance student online safety.

Important tools to achieve this aim are an Augmented Reality game, interactive didactics and elements of prophylactics.

You will individually create one lesson plan during this workshop. You will implement this lesson plan at your own school. After the implementation we will meet again to evaluate and create a common list of best practices

and lessons learned.

Then you provide the session objective: The objective of this session is to transfer knowledge of identities and learning types. You [teacher] will get an introduction on these subjects as well as good practices to understand the

relevance of these subjects for your teaching, your students and for the online safety of your students.

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Success criteria: The teacher participants are able to explain the impact effects of identity labels and

learning types on three levels: their teaching, their students and student online safety.

Now you will ask the teachers to introduce themselves one-by-one. You will notice that the first participant will need some time to answer. The next participant and

those following will answer quicker. The reason for this is that the first participant needs to frame the answer. The first participant needs to choose which identity labels – see below – are appropriate. They might choose age, profession and amount of children, for instance. The next participants can then build on this framing of the first participant.

The next participants can either follow the framing of the first participant or choose an alternative framing.

Whether the majority of the participants choose to follow or not to follow the framing of first participant, you can explain that this is how identities are formed – by means of individual framing (the first participant and those not following the first participant) or collective framing (all those following the first participant).

Resilience now is not giving in too much to peer pressure on our identities but at the same time being open to feedback and learning.

We will look into identities and resilience by the following introductions on identity labels, learning types, identity theories and on the effect of new technologies on identities.

Identity labelsPresent an introduction on identity labels, based on the session 1 background section. The most import elements to highlight are:

If we take identities as self-narrations, identities are made up by identity labels. These labels can be broader or less broad.

The less broad our identity labels are, the less we are open to feedback and thus to learning. In situations of trust we are more open for feedback.

Good practicesPresent the good practices:

Let students repeat and understand the following three sentences:

o Sometimes I make mistakes; o Sometimes my motivation is egoistic; o I am part of the problem.

And explain the sense behind it. By saying the sentence “Sometimes I make mistakes” we exclude the possibility that we are always right. This ensures us a degree of humility: we might be wrong, even now. Saying “Sometimes my motivation is egoistic” makes sure that we cannot feel morally superior. And saying the sentence “I am part of the problem” precludes that we can divide the world in “us” and “them” in which “they” are the problem.

Ask your students whether they agree or not and how they feel saying these sentences. Give students feedback and let them distinguish between coaching and evaluation; Give students evaluation and let them distinguish between assessment, consequences and

judgment; Have students create a second scoring card to record how they reacted to a first situation.

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Impact tableExplain the impact of identity labels and the good practices on the teacher, their students and student online safety.

Online safety Teacher StudentLess all-or-nothing reactions to online challenges, less prone to being one-dimensionally profiled.

More positively responsive students.

More open to feedback, more open to learning.

Learning typesPresent an introduction on the concept of learning types, based on the session 1 background section. The most import elements to highlight are:

There are learners who see their achievements as the results of given attributes and those who see them at least partially as the result of their efforts.

The latter type will perform better.

Good practicesPresent the good practices:

Make students aware what kind of learners they are; Allow for failure in learning; Create a situation of “flow”:

o Present them with a task that challenges available skills but is within reach;o State clear goals;o The effect: concentration, loss of self-consciousness, loss of feeling of time.

Impact tableExplain the impact of the concept of learning types and the good practices on the teacher, their students and student online safety.Online safety Teacher StudentLess resignation when meeting online challenges, less prone to being one-dimensionally profiled.

More positively responsive students.

More engaged, more positively responsive to challenges.

Identity theoriesPresent an introduction on identity theories, based on the session 1 background section. The most import elements to highlight are:

Erving Goffman’s interpretation; Paul Ricoeur’s interpretation; Anthony Giddens’s interpretation.

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New online technologies and identityPresent an introduction on the effect of new technologies on our identities, based on the session 1background section. The most import elements to highlight are:

No segregation of audiences; Algorithms and Big Data instead of nonverbal communication; Templates for profiles; Different narrations simultaneously; No consistency and no continuity in self-narratives.

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SESSION 2Description for age group 8-11

TIME IN ‘ MODULE DESCRIPTION PPT SLIDE HANDBOOK SECTION

10 Interactive didactics 11 DIAGNOSTIC QUESTIONSSESSION 2 BACKGROUND

20 Good practices 12 LEVEL 2 8-11 GOOD PRACTICES15 Discussion 1315 Elements of prophylactics 14 DIAGNOSTIC QUESTIONS

SESSION 2 BACKGROUND15 Good practices 15 LEVEL 3 8-11 GOOD PRACTICES15 Discussion 16 SESSION 2 BACKGROUND

Session objectiveProvide the session objective:

The objective of this session is to transfer knowledge of interactive didactics and prophylactics. You [teacher] will get an introduction on these subjects as well as good practices to understand the

relevance of these subjects for your teaching, your students and for the online safety of your students.

Success criteria: The teacher participants are able to explain the impact effects of interactive didactics and

prophylactics on three levels: their teaching, their students and student online safety.

Interactive didacticsPresent an introduction on interactive didactics, based on the session 2 background section. The most import elements to highlight are:

Students are to be co-responsible for their learning; We need to engage all students in the class room; Teaching and learning are two different domains. Only interaction can establish how much

of the teaching is actually learned.

Good practicesPresent the good practices:

Ask diagnostic questions during the lesson; Let students indicate whether they still follow you; if not let another student explain who

indicate they still follow; Not the typical students’ “hands in the air” decides which students answer a question but a

random selection by drawing.

Impact tableExplain the impact of interactive didactics and the good practices on the teacher, their students and student online safety.

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Online safety Teacher StudentHaving an adult to communicate with about online experiences is the most effective instrument to enhance online student safety.

Focus on student learning rather than on teaching, more frequent and meaningful communication –both teacher/ student and student/ student, formative assessments during the lessons. More student engagement and deeper trust relationships.

Co-responsibility for one’s learning process, more engagement. More personal teacher/ student contact.

Elements of prophylacticsPresent an introduction on prophylactics, based on the session 2 background section. The most import elements to highlight are:

Maintain a continuity of work with youngsters, do not to work episodically. Only a systematic continuity of activities brings results - create regular interaction opportunities, avoid apparent one-off interactions.

It is advisable to diagnose the class: discover what students can do, what they're interested in, whatproblems they have and what they need as a group from adults. Then bring out and enhance students’ potentials and resources: strengthen their social skills, give them a room to develop, provide and teach responsibility. Focus on teaching them those competencies and life skills that willhelp them to cope in difficult situations in the future.

Treat the child as a subject, as an active participant in the interaction with adults - and not as an object.

An important element of prophylactics in this age group is to involve parents. Be an authority for your students – children need wise adults. Build protecting relationships and trust through teacher-student dialogues.

Good practicesPresent the good practices:

Use interactive methods, in which the teacher initiates the interaction and engages the children. The children are active participants and influence the course of interaction. For instance the Project-based Learning Method.

Activities in which the teacher acts as an adviser, friend or mentor and only coordinates and moderates ideas, plans and activities formed by the students themselves are the most effective ones.

Based on the diagnosis of students the teacher plans what skills they should gain and experience during the project. The teacher implies a very clear and specific educational aim.

Implement elements such as: discussion, brainstorm, task division, summary of each implementation stage, evaluation of the whole project, discussion on lessons learned.

It is essential to sustain the motivation and faith of students, the faith of the teacher in the possibilities of the children helps them to endure failure, learn from mistakes and thus learn persistence.

„Treat yourself as a tool” – this applies to the teacher self-improvement process – as a tool you need to improve - so develop and train yourself, take care of your professional skills and develop skills useful for working with young people. This assumption can also have another aspect - if you can convince young people to this approach at an early age, they will learn the value and power of self-development.

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“I’m part of the problem” - this approach to oneself should greatly facilitate your work and cause more credibility as an adult in relationships with children. It is a difficult approach to your work, because it assumes that in most problematic student situations you can have a distinct contribution - not necessarily a positive one. For example, if a student does not understand the lesson/ topic, analyze what you do or don’t do to cause a lack of progress before you will give them a grade. This teacher attitude builds in the child a sense of justice, faith in adults and increases their self-esteem (as a young individual who is treated as a subject, and not as an object).

Impact tableExplain the impact of prophylactics and the good practices on the teacher, their students and student online safety.

Online safety Teacher StudentHaving an adult to communicate with about online experiences is the most effective instrument to enhance online student safety. Children may enter the online world more consciously and safely when they can ask an adult for help.Having a peer friend is essential to overcome challenges, especially for more vulnerable students.

Building conscious relation and sense of trust in the classroom, enlarging teacher’s abilities to communicate with students, more use of interactive methods.

Closer relations with their teacher, enlarged risk awareness, a better communication with their peers, a greater involvement in their studying.

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SESSION 3Description for age group 8-11

TIME IN ‘ MODULE DESCRIPTION PPT SLIDE HANDBOOK SECTION10 Educational technologies 17 SESSION 3 BACKGROUND25 Playing the AR game 18 SESSION 3 BACKGROUND

PLAYING THE AR GAME 8-11GAME MARKERSAR FORMAR QUESTIONNAIRE

20 Creating an AR game 19 SESSION 3 BACKGROUNDCREATING AN AR GAME

15 Discussion 205 Teacher perspective on the

lesson plan21 LESSON PLAN

15 First lesson plan sketch 22 LESSON PLAN

Session objectiveProvide the session objective:

The objective of this session is to transfer knowledge of education technologies and Augmented Reality (AR) and on how to create and play an Augmented Reality game.

You [teacher] will get an introduction on these subjects as well as good practices to understand the relevance of these subjects for your teaching, your students and for the online safety of your students.

Success criteria: The teacher participants are able to explain the impact effects of educational technologies

and the AR game on three levels: their teaching, their students and student online safety.

Educational technologiesPresent an introduction on educational technologies, based on the session 3 background section. The most import elements to highlight are:

Educational technology is "the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources.”

Types ofskills

21st cent. Skills Supporting Web 2.0 tools

Learning Skills Critical ThinkingCreative ThinkingCollaboratingCommunicating

Blogs Wikis Tagging and social bookmarking applications Multimedia sharing Collaboration & Communication services Aggregation services

Literacy Skills Information LiteracyMedia LiteracyTechnology Literacy

Blogs Wikis

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Tagging and social bookmarking applications Multimedia sharing Collaboration & Communication services Office-like applications Aggregation services

Life Skills FlexibilityInitiativeSocial SkillsProductivityLeadership

Wikis Tagging and social bookmarking applications Multimedia sharing Audio blogging and podcasting Social networks Collaboration & Communication services Aggregation services

Impact tableExplain the impact of educational technologies on the teacher, their students and student online safety.

Online safety Teacher StudentHaving an adult to communicate with about online experiences is the most effective instrument to enhance online student safety.

Less teacher anxiety, more openness to new education technology. A deeper trust relationship with students.

Getting communication options to talk about new technology and online experiences with teachers.

Playing the AR gamePresent an introduction on Augmented Reality, based on the Playing the AR game 8-11 section. The most import elements to highlight are:

Augmented Reality (AR) consists of a real-time video stream generated by a camera to which digital elements are added that appear in reaction to a predefined trigger.

AR triggers interest in our surroundings or in our identities. The AR game evokes interest in the emergence of online identities as a result of online data sharing.

Good practicesPresent the good practices:

Play the game with the whole class; Get a student to play the game; Use the game as a stimulus for discussion; Ask students who of them has an opinion on the question themes; Let students interpret the augmentations.

Show the AR task and the AR questionnaire.

Impact tableExplain the impact of the AR game and the good practices on the teacher, their students and student online safety.

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Online safety Teacher StudentProvoking reflections on datasharing, online identities andonline safety.

Being a moderator facilitating peer-to-peer communication.

Getting communication options to talk about online experiences peer-to-peer. Temporary higher engagement, higher concentration levels, higher trust levels.

Now play the game on data sharing and online identities with the teachers. Read Playing the AR game 8-11 section on how to prepare, play and interpret the game.

URL: http://identifeye.ezzev.eu/.

Creating an AR gameIn order to create an AR game you need to implement the following steps:

Establish a theme; Create questions; Create answer options; Create augmentations per answer option; Create texts and sounds (optional); Create static blocks and pages; Translate (optional); Create a lesson plan.

Teacher perspective on the lesson planIt’s now time that teachers start preparing their lesson plan. Hand out the lesson plan template and all the good practices minus the educational technology good practices. Explain that the teachers now need to make some decisions regarding the lesson plan template they are about to fill out:

Will their lesson plan concern a curricular or extra-curricular lesson? Which challenge or opportunity will be addressed?

When they have made their decisions they need to choose from all four levels at least one good practice per level:

o Level one: Identity labels & learning types;o Level two: Interactive didactics;o Level three: Prophylactics;o Level four: Playing the Augmented Reality game or create a new AR game;

optionally, if the anxiety of a teacher appears to be too big the teacher can choose to implement a different educational technology good practice.

First lesson plan sketch

Teachers now fill out their lesson plan template individually and in silence.They are to use the break between the third and the fourth session to reflect on the first lesson plan sketch they create.

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SESSION 4Description for age group 8-11

TIME IN ‘ MODULE DESCRIPTION PPT SLIDE HANDBOOK SECTION80 Teachers create individual lesson

plans23 LESSON PLAN

10 Discuss the evaluation template EVALUATION PPT

TEACHER EVALUATIONEVALUATION PPT

Session objectiveProvide the session objective:

The objective of this session is that teachers will fill out the lesson plan template or choose an existing lesson plan (one of the two model lessons).

Success criteria: The teacher participants are able to write down hypotheses on the impact effects of their

lesson plan on three levels: their teaching, their students and student online safety.

Teachers create individual lesson plans Teachers fill out the lesson plan template. While teachers fill out the templates you have one-on-one “speed dating” sessions with

individual teachers. Please sit for a few minutes with each individual teacher and support them in their task to fill out the template. Ask them about their decisions (in session 3) and about their choice of good practices to implement. If needed brainstorm with them or advise them.

If a teacher appears to be very anxious about using the AR game in their lesson or has no idea how to implement a lesson with the AR game hand them the two age appropriate model lessons as an option.

If a teacher would still to be anxious about using the game even after having considered the two model lessons you should suggest that the teacher chooses another educational technology from the list of good practices and apply this in their lesson plan. Please hand them the printed out educational technology good practices.

Discussing the evaluation template Hand out the printed evaluation template and show the evaluation PowerPoint

presentation on a big screen. Walk the teachers through the evaluation template slide by slide.

Tell the teachers that they need to fill out the evaluation template after their lesson implementation. Ask them to send it to you by email before the fifth session and provide them your email address.Let the teachers know that they can contact you in the mean time if they have any questions.

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LESSON PLAN (45 minutes duration)

Age group: 8-11

FIRST AND LAST NAMESCHOOLDATEEMAIL ADDRESS

LESSON NAME ID-EYE - STANDARD COURSE - "lesson model"

CURRICULAR X EXTRA-CURRICULARIF CURRICULAR WHAT SUBJECT

CHALLENGE/ OPPORTUNITY

Children start their online presence at an early age. This lesson is an opportunity for teachers /adults to build protecting relationships with students and to increase their future online safety.

LEARNING OBJECTIVES - Students and teachers build closer relationships with each other;- Increased awareness of the risks associated with being online while sharing data and better ways to respond to risky online situations among the students;- Better communication with the group/ class;- As an additional result: greater commitment to education and the school community.

SUCCESS CRITERIA - Increased awareness and reflection on the dangers that comes with presence online;- Increased integration of the class/ group and a more positive relationship with the teacher;- Improved communication within the class/ group, and between students and the teacher;- Greater awareness of children about the dangers of the Internet and of where to get help in an emergency situation.

GOOD PRACTICES CHOSENLEVEL 1 – SUBJECTS 3 sentences

LEVEL 2 – DIDACTICS DIAGNOSTIC QUESTION RANDOMLY CHOOSE A STUDENT WHO WILL READ A

GAME QUESTION AND WHO WILL SUGGEST AN ANSWER RANDOMLY CHOOSE A PARTICIPANT WHO REPLIED NO

TO THE DIAGNOSTIC QUESTION AND ASK WHETHER THEYCOULD EXPLAIN WHY THEY HAVE CHOSEN (NO)

CHOOSE A PARTICIPANT WHO REPLIED YES TO THE DIAGNOSTIC QUESTION AND INVITE THEM TO EXPLAIN WHY THEY HAVE CHOSEN (YES)

LEVEL 3 – PROPHYLACTICS Focus on listening and creating a dialogue / relationships that one can use in the future with the group.

Be attentive, listen and build trust-based relationship -

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young people need wise adults who want to listen to them and talk to them.

INCLUDING AR GAME YES NOIF NO WHY NOT

-IF NOT WHAT EDTECH

-

PLANNED IMPACTON MY TEACHING Building conscious relation and sense of trust in the

classroom, better communication with students and the use of interactive methods.

ON MY STUDENTS A closer relationship with the teacher, risk awareness, better communication with the group, greater dedication to studying.

ON STUDENT ONLINE SAFETY The presence of adult in learning about the presence on the Internet and the opportunity to talk about the risks and about their experiences online, is an effective tool to increase the safety of children

Children may enter the online world more consciously whichmakes them safer. They will have less hesitations asking for help from adults

ASSESSMENT TYPES Discussion at the end of the lesson

LESSON PLAN DESCRIPTION

STEP 1 – 2’EXPLAIN THE PURPOSE OF THE LESSONChildren at this age cannot keep their attention for too long. Try to briefly and concisely deliver the purpose of your lesson.

THIS LESSON AIMS TO EXPLAIN WHAT ONLINE "IDENTITIES" ARE AND HOWTHEY ARE BUILT.

STEP 2 – 2’DISCUSS THE RULES

WE ARE GOING TO PLAY A GAME – IT MEANS WE ARE GOING TO DISCUSS VARIOUS OFFLINE AND ONLINE SITUATIONS

IT IS IMPORTANT TO REMEMBER IN THIS DISCUSSION ABOUT 3 SENTENCES, WHICH YOU WILL REPEAT AFTER ME:

o SOMETIMES I MAKE MISTAKESo SOMETIMES MY MOTIVATION IS SELFISHo I AM A PART OF THE PROBLEM

STEP 3 – 20’PLAYING THE GAME

Choose who will be playing - you or a student. If a student wants to be the person playing, they should do so, because placing them in a role in the foreground will increase their self-esteem and self-confidence, and the restof the group will participate more actively in the lesson. If none of the students decides to play, then you as a teacher should assign yourself as a

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player, which can be a certain attraction for students and can give a greatercommitment to the lesson. In case a student will play, remember to have contact with them before the lesson and calibrate the game to their features. This will allow you to implement your lesson smoothly and without disruption.

The game is the central point of your lesson. Play it in such a way that children keep up with you, do not hurry. This will help them to focus attention.

FOR EACH QUESTION RANDOMLY CHOOSE A STUDENT WHO WILL READ THE QUESTION AND WHO WILL SUGGEST AN ANSWER

ASK WHO AGREES WITH THE SUGGESTED ANSWER AND WHY? ASK WHO DOESN’T AGREE WITH THE SUGGESTED ANSWER AND WHY? CONDUCT A VOTE

Take frequent and longer breaks, to discuss upcoming questions. Students of thisage do not have a lot of patience; they want to understand, to learn as soon aspossible. This will allow you to maintain order in the classroom and continue thelesson.Listen carefully to the questions and the comments of the students, try to catch asmuch information from them while speaking about the views and needs of yourstudents.

EXAMPLE:QUESTION 6Do you normally fill out all the fields during a registration, even if they are notmandatory?If the answer YES is selected these are suggested deliberations:- What do you think happens with the information you entered in the fields thatare not mandatory to fill out?- What do you think the site or app responsibles do with the information about youthat you enter? Do you think that anyone will get to see it on the web?If the answer NO is selected these are suggested deliberations:- Why don’t you share all the information?- What do you think happens with your data if anyone has access to it?If the answer SOMETIMES is selected these are suggested deliberations:- When do you enter all the information about yourself, and when not?- Why do you sometimes leave fields empty?

QUESTION 8Imagine that your colleague published a photograph of you from five years back onhis profile. What do you think?If you select an answer I LIKE THIS these are suggested deliberations:- Why do you like it?- Imagine that others do not like this picture, and maybe write a comment thatdoes not appeal to you. How would you feel then?If you selected answer I DON’T LIKE THIS these are suggested deliberations:- Did this happen to you, or maybe any of your friends have been in a similarsituation?- How do you think the person whose picture was placed without their knowledgeonline feels?- What can you do in this situation?

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STEP 4 – 6’AFTER THE GAME – DISCUSSIONASK YOUR DIAGNOSTIC QUESTION PREPARED BEFORE:IS IT POSSIBLE TO BE ONLINE AND NOT TO BUILD YOUR ONLINE IDENTITY?EVERYONE NOW HAS TO SHOW A GREEN CARD: (YES) OR A RED CARD: (NO)

CHOOSE A PARTICIPANT WHO REPLIED NO AND ASK WHETHER THEYCOULD EXPLAIN WHY THEY HAVE CHOSEN (NO)

CHOOSE A PARTICIPANT WHO REPLIED YES AND INVITE THEM TO EXPLAINWHY THEY HAVE CHOSEN (YES)

THEN – LET THE STUDENTS VOTE AGAIN EXPLAIN YOUR POINT OF VIEW, EXPLAIN WHY THE ANSWER SHOULD BE

(NO) - EVERY ACTION ONLINE BUILDS OUR IDENTITY. EXPLAIN WHY, USINGEXAMPLES FROM THE GAME:

USE THE QUESTION / ANSWER OPTION - GAME NOTES: No. 8, 9My justification (the teacher):Each online action adds to building our online identities – It’s worth to show thechildren that almost every activity on the Internet, especially on social networkingsites, leaves a trace. Profile updates, photos, videos and comments often causepeople form their own opinion about us, not always consistent with our self-image.Uploaded information may live "their lives", which means it can be available anddisseminated by other people, that we don’t know. We have less control overcomments by others and places where they are published. Those information canbuild an unwanted image. Put a particular emphasis on the thinking and onlinesafety, If there's anything students do not understand, let them ask for anexplanation and help from adults. In the world of both offline and online there is a"golden" rule - "What you give is what you get", the sooner we can help studentsunderstand this, the faster they will be at least a little more aware and safe in thevirtual world.

STEP 5 – 10’DRAWING – MY SELF-PORTRAIT ONLINETASK 1 – DISTRIBUTE THE FORM

INVITE STUDENTS TO DRAW THEIR SELF-PORTRAITS ONLINE – THEIRONLINE IDENTITY

AFTER THE DRAWING – ASK ALL INDIVIDUALLY TO SHORTLY DESCRIBEWHAT THEY HAVE DRAWN

STEP 6 – 5’QUESTIONNAIRE

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MODEL LESSON PLAN 2 (45 minutes duration)

Age group: 8-11

FIRST AND LAST NAMESCHOOLDATEEMAIL ADDRESS

LESSON NAME MEET THE PARENTS

X CURRICULAR EXTRA-CURRICULARIF CURRICULAR WHAT SUBJECT INFORMATICS

CHALLENGE/ OPPORTUNITY

Challenge: Parents hardly talk with their children on online experiences even though children want to.

LEARNING OBJECTIVES Students present their view on how to communicate with parents on online experiences and new technology.

SUCCESS CRITERIA The answers show an envisioned communication that is:- Open- Non-moralistic- Non-divisive.

GOOD PRACTICES CHOSENLEVEL 1 – SUBJECTS Provide coaching.LEVEL 2 – DIDACTICS Random selection by drawing sticks (2 times).LEVEL 3 – PROPHYLACTICS Project learning.

Involving student environments beyond the school environment.

INCLUDING AR GAME YES NOIF NO WHY NOT -IF NOT WHAT EDTECH -

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PLANNED IMPACTON MY TEACHING More openness towards edtech, more

openness in the curriculum towards seemingly private subjects.

ON MY STUDENTS Opening a new communication channel withadults (teacher and parents) on online experiences and new technology.

ON STUDENT ONLINE SAFETY New communication channels on online experiences and new technology hopefully will lead to a situation in which - when something goes very wrong online - studentsfeel that they can talk about it with an adult:teacher, parent or other.

The game will provide more insights on online data sharing and online identities. This should lead to more student resilience.

ASSESSMENT TYPES Formative assessment during the process of filling out the answers by the several groups.

Discussion at the end of the lesson on the answers provided.

LESSON PLANDESCRIPTION

STEP 1 – 10’Introduce the learning objective, a list with questions and success criteria.

The list of questions: In what respect would adults need help when playing

the game? What would be simple for adults when playing the

game? Would adults answer the questions honestly? What could you do to help adults play the game?

Divide the class in 4 groups by random sticks selection. Hand out the list of questions to each group.

STEP 2 – 20’

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Let each group play the game as a group with the list of questions in hand.Let them then answer the list of questions as a group.The teacher coaches and exchanges information and knowledge with each group.

STEP 3 – 15’The teacher randomly selects a representative per group by means of drawing sticks. The representative reads the group answers. The teacher discusses with them.This is implemented for all four groups.

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IMPLEMENTATION LESSONDescription for age group 8-11

TIME IN ‘ MODULE DESCRIPTION PPT SLIDE

HANDBOOK SECTION

45 Teachers implement their own lesson plan attheir school

- -

30 Teachers fill out the evaluation template - -

Objective The objective of this lesson is for teachers to implement and evaluate their lesson plan,

their decisions and their chosen good practices.

Success criteria: The teacher participants are able to test the impact effects of their lesson plan on three

levels: their teaching, their students and student online safety.

Teachers implement their own lesson plan at their schoolTeachers now individually implement the lesson plan they have written during sessions 3 and 4. They either use one of their regular lessons or an extra-curricular lesson, depending on their choice. You are not present.

Teachers fill out the evaluation templateAfter the implementation of the lesson plan teachers fill out the evaluation template and sends it to you by email before the fifth session.

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SESSION 5Description for age group 8-11

TIME IN ‘ MODULE DESCRIPTION PPT SLIDE HANDBOOK SECTION30 Teacher summaries of their

implementations25 TEACHER EVALUATION

50 Discussion leading to a BP/LL list 2610 Handing out certificates 27 CERTIFICATES

Session objectiveProvide the session objective:

The objective of this session is to evaluate the individual teacher sessions and create a set of Best Practices and Lessons Learned (BP/LL).

Success criteria: The teacher participants are able to evaluate the impact effects of their lesson plan on

three levels: their teaching, their students and student online safety.

Teacher summaries of their implementationsHave teachers answer one-on-one the following questions – based on the evaluation template they’ve filled out:

Was your lesson curricular or extracurricular? What challenge or opportunity did you want to address? What good practices did you chose? What was the impact of the chosen good practices on your teaching? What was the impact of the chosen good practices on your students? What was the impact of the chosen good practices on student online safety?

Optionally record the teacher answers on camera. If you’d do so, please share a copy with us. You can send it to one of the project authors and partners, Mr. Onno Hansen: onno.hansen@gmail.com.

Discussion leading to a BP/LL listProvide a discussion with the teachers about their answers. Keep the following topics in mind:

Did similar good practices have a positive impact on the teachers’ teaching, their students and on student online safety?

Did similar good practices have no impact or a negative impact on the teachers’ teaching, their students and on student online safety?

Under what conditions did good practices have a positive, negative or neutral impact on the teachers’ teaching, their students and on student online safety?

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Summarize the discussion by drafting a list of good practices that had a positive impact on the teachers’ teaching, their students and on student online safety for many teachers (“best practices”) and the conditions under which they worked out and a list of good practices that had no impact or a negative impact on the teachers’ teaching, their students and on student online safety for many teachers (“lessons learned”) and the conditions under which they failed.Please share a copy with us. You can send it to one of the project authors and partners, Mr. Onno Hansen: onno.hansen@gmail.com

Handing out certificatesThe workshop draws to an end. The only task you have left is handing out the workshop certificates to each teacher individually.

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SESSION 1Description for age group 12-14

TIME IN ‘ MODULE DESCRIPTION PPT SLIDE HANDBOOK SECTION15 Explaining aim of the workshop 1 INSTRUCTOR INTRODUCTION

PROJECT DESCRIPTIONWORKSHOP POWERPOINT 12-14SUCCESS CRITERIADECLARATION OF CONSENT

10 Identity labels 2 DIAGNOSTIC QUESTIONSSESSION 1 BACKGROUND

10 Good practices 3 LEVEL 1 12-14 GOOD PRACTICES5 Discussion 410 “Liquid life” 5 DIAGNOSTIC QUESTIONS

SESSION 1 BACKGROUND10 Good practices 6 LEVEL 1 12-14 GOOD PRACTICES5 Discussion 710 Identity theories 8 SESSION 1 BACKGROUND10 New online technologies and

identity9 SESSION 1 BACKGROUND

5 Discussion 10

Start the PowerPoint presentation. Make sure you’ll show the right slide at the right moment during the workshop, as indicated in the table. Hand out the success criteria document. Ask for the remaining teacher Declaration of consent documents.

Explaining the aim of the workshopAfter you have introduced yourself you explain the aim of the workshop:

You [teacher] will learn in this five-session workshop to create, implement and evaluate 45-minutes lesson plans for your students aged 12-14. The lessons are to enhance student resilience to deal with online experiences – and thereby enhance student online safety – while at the same time empowering their conscious, creative and critical stance as evolving responsible citizens.

Important tools to achieve this aim are an Augmented Reality game, interactive didactics and elements of prophylactics.

You will individually create one lesson plan during this workshop. You will implement this lesson plan at your own school. After the implementation we will meet again to evaluate and create a common list of best practices

and lessons learned.

Then you provide the session objective: The objective of this session is to transfer knowledge of identities and the concept of “liquid life”. You [teacher] will get an introduction on these subjects as well as good practices to understand the

relevance of these subjects for your teaching, your students and for the online safety of your students.

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Success criteria: The teacher participants able to explain the impact effects of identity labels and the

concept of “liquid life” on three levels: their teaching, their students and student online safety.

Now you will ask the teachers to introduce themselves one-by-one. You will notice that the first participant will need some time to answer. The next participant and

those following will answer quicker. The reason for this is that the first participant needs to frame the answer. The first participant needs to choose which identity labels – see below – are appropriate. They might choose age, profession and amount of children, for instance. The next participants can then build on this framing of the first participant.

The next participants can either follow the framing of the first participant or choose an alternative framing.

Whether the majority of the participants choose to follow or not to follow the framing of first participant, you can explain that this is how identities are formed – by means of individual framing (the first participant and those not following the first participant) or collective framing (all those following the first participant).

Resilience now is not giving in too much to peer pressure on our identities but at the same time being open to feedback and learning.

We will look into identities and resilience by the following introductions on identity labels, society as a context for our identities, identity theories and on the effect of new technologies on identities.

Identity labelsPresent an introduction on identity labels, based on the session 1 background section. The most import elements to highlight are:

• If we take identities as self-narrations, identities are made up by identity labels. These labels can be broader or less broad.

• The less broad our identity labels are, the less we are open to feedback and thus to learning.• In situations of trust we are more open for feedback.

Good practicesPresent the good practices:

Let students repeat and understand the following three sentences:

o Sometimes I make mistakes; o Sometimes my motivation is egoistic; o I am part of the problem.

And explain the sense behind it. By saying the sentence “Sometimes I make mistakes” we exclude the possibility that we are always right. This ensures us a degree of humility: we might be wrong, even now. Saying “Sometimes my motivation is egoistic” makes sure that we cannot feel morally superior. And saying the sentence “I am part of the problem” precludes that we can divide the world in “us” and “them” in which “they” are the problem.

Ask your students whether they agree or not and how they feel saying these sentences. Give students feedback and let them distinguish between coaching and evaluation; Give students evaluation and let them distinguish between assessment, consequences and

judgment; Have students create a second scoring card to record how they reacted to a first situation.

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Impact tableExplain the impact of identity labels and the good practices on the teacher, their students and student online safety.

Online safety Teacher StudentLess all-or-nothing reactions to online challenges, less prone to be one-dimensionally profiled.

More positively responsive students.

More open to feedback, more open to learning.

“Liquid life”Present an introduction on the concept of “liquid life” by Zygmunt Bauman, based on the session 1background section. The most import elements to highlight are:

Globalization; Ultra-consumerism; Fast changes so that new habits and interpretation frames are prone to fail; All suffer from anxiety to become superfluous.

Good practicesPresent the good practices:

The only way to have a chance on self-respect is by gaining civil skills that facilitate us in living with Others:

Conducting a dialogue; Conducting a negotiation; Gaining mutual understanding; Managing and resolving conflicts; Being able to learn and to react to new situations.

Impact tableExplain the impact of the concept of “liquid life” and the good practices on the teacher, their students and student online safety.Online safety Teacher StudentMore critical attitude online, better skills to deal with “otherness” online.

More critically responsive students, more tolerant students.

More critical attitude, more civil skills.

Identity theoriesPresent an introduction on identity theories, based on the session 1 background section. The most import elements to highlight are:

Erving Goffman’s interpretation; Paul Ricoeur’s interpretation; Anthony Giddens’s interpretation.

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New online technologies and identityPresent an introduction on the effect of new technologies on our identities, based on the session 1background section. The most import elements to highlight are:

No segregation of audiences; Algorithms and Big Data instead of nonverbal communication; Templates for profiles; Different narrations simultaneously; No consistency and no continuity in self-narratives.

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SESSION 2Description for age group 12-14

TIME IN ‘ MODULE DESCRIPTION PPT SLIDE HANDBOOK SECTION

10 Interactive didactics 11 DIAGNOSTIC QUESTIONSSESSION 2 BACKGROUND

20 Good practices 12 LEVEL 2 12-14 GOOD PRACTICES15 Discussion 1315 Elements of prophylactics 14 DIAGNOSTIC QUESTIONS

SESSION 2 BACKGROUND15 Good practices 15 LEVEL 3 12-14 GOOD PRACTICES15 Discussion 16 SESSION 2 BACKGROUND

Session objectiveProvide the session objective:

The objective of this session is to transfer knowledge of interactive didactics and prophylactics. You [teacher] will get an introduction on these subjects as well as good practices to understand the

relevance of these subjects for your teaching, your students and for the online safety of your students.

Success criteria: The teacher participants are able to explain the impact effects of interactive didactics and

prophylactics on three levels: their teaching, their students and student online safety.

Interactive didacticsPresent an introduction on interactive didactics, based on the session 2 background section. The most import elements to highlight are:

Students are to be co-responsible for their learning; We need to engage all students in the class room; Teaching and learning are two different domains. Only interaction can establish how much

of the teaching is actually learned.

Good practicesPresent the good practices:

Ask diagnostic questions during the lesson; Let students indicate whether they still follow you; if not let another student explain who

indicate they still follow; Not the typical students’ “hands in the air” decides which students answer a question but a

random selection by drawing.

Impact tableExplain the impact of interactive didactics and the good practices on the teacher, their students and student online safety.

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Online safety Teacher StudentHaving an adult to communicate with about online experiences is the most effective instrument to enhance online student safety.

Focus on student learning rather than on teaching, more frequent and meaningful communication –both teacher/ student and student/ student, formative assessments during the lessons. More student engagement and deeper trust relationships.

Co-responsibility for one’s learning process, more engagement. More personal teacher/ student contact.

Elements of prophylacticsPresent an introduction on prophylactics, based on the session 2 background section. The most import elements to highlight are:

Maintain a continuity of work with youngsters, do not to work episodically. Only a systematic continuity of activities brings results - create regular interaction opportunities, avoid apparent one-off interactions.

It is advisable to diagnose the class: discover what students can do, what they're interested in, whatproblems they have and what they need as a group from adults. Then bring out and enhance students’ potentials and resources: strengthen their social skills, give them a room to develop, provide and teach responsibility. Focus on teaching them those competencies and life skills that willhelp them to cope in difficult situations in the future.

Treat the child as a subject, as an active participant in the interaction with adults - and not as an object.

An important element of prophylactics in this age group is to involve parents. Be an authority for your students – children need wise adults. Build protecting relationships and trust through teacher-student dialogues. Good replaces evil: Target your students' energy to perform tasks and socially useful activities that

build up their self-esteem. This promotes the extinction of disturbed behavior. Real life: Make sure the development of your students’ social life skills takes place through tasks

that are implemented in their natural environment. This contributes to a real change in the relationship with their environment.

Pay It Forward: Stimulate students using the competences that they have developed to empower others – something they already do by themselves.

Good practicesPresent the good practices:

Use interactive methods, in which the teacher initiates the interaction and engages the children. The children are active participants and influence the course of interaction. For instance the Project-based Learning Method.

Activities in which the teacher acts as an adviser, friend or mentor and only coordinates and moderates ideas, plans and activities formed by the students themselves are the most effective ones.

Based on the diagnosis of students the teacher plans what skills they should gain and experience during the project. The teacher implies a very clear and specific educational aim.

Implement elements such as: discussion, brainstorm, task division, summary of each implementation stage, evaluation of the whole project, discussion on lessons learned.

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Young people need to confront their ideas with adults – therefore you should not avoid "difficult issues".

It is essential to sustain the motivation and faith of students, the faith of the teacher in the possibilities of the children helps them to endure failure, learn from mistakes and thus learn persistence.

„Treat yourself as a tool” – this applies to the teacher self-improvement process – as a tool you need to improve - so develop and train yourself, take care of your professional skills and develop skills useful for working with young people. This assumption can also have another aspect - if you can convince young people to this approach at an early age, they will learn the value and power of self-development.

“I’m part of the problem” - this approach to oneself should greatly facilitate your work and cause more credibility as an adult in relationships with children. It is a difficult approach to your work, because it assumes that in most problematic student situations you can have a distinct contribution - not necessarily a positive one. For example, if a student does not understand the lesson/ topic, analyze what you do or don’t do to cause a lack of progress before you will give them a grade. This teacher attitude builds in the child a sense of justice, faith in adults and increases their self-esteem (as a young individual who is treated as a subject, and not as an object).

Impact tableExplain the impact of prophylactics and the good practices on the teacher, their students and student online safety.

Online safety Teacher StudentHaving an adult to communicate with about online experiences is the most effective instrument to enhance online student safety.

Deeper trust relationships, better teacher responsiveness towards interactivity.

Deeper embedding in one’s environment, improving adult – youngster and peer-to-peer communication and stimulating engagement. More personal teacher/ student contact.

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SESSION 3Description for age group 12-14

TIME IN‘

MODULE DESCRIPTION PPT SLIDE

HANDBOOK SECTION

10 Educational technologies 17 SESSION 3 BACKGROUND25 Playing the AR game 18 SESSION 3 BACKGROUND

PLAYING THE AR GAME 12-14GAME MARKERSAR QUESTIONNAIRE

20 Creating an AR game 19 SESSION 3 BACKGROUNDCREATING AN AR GAME

15 Discussion 205 Teacher perspective on the lesson

plan21 LESSON PLAN

15 First lesson plan sketch 22 LESSON PLAN

Session objectiveProvide the session objective:

The objective of this session is to transfer knowledge of education technologies and Augmented Reality (AR) and on how to create and play an Augmented Reality game.

You [teacher] will get an introduction on these subjects as well as good practices to understand the relevance of these subjects for your teaching, your students and for the online safety of your students.

Success criteria: The teacher participants are able to explain the impact effects of educational technologies

and the AR game on three levels: their teaching, their students and student online safety.

Educational technologiesPresent an introduction on educational technologies, based on the session 3 background section. The most import elements to highlight are:

Educational technology is "the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources.”

Types ofskills

21st cent. Skills Supporting Web 2.0 tools

Learning Skills Critical ThinkingCreative ThinkingCollaboratingCommunicating

Blogs Wikis Tagging and social bookmarking applications Multimedia sharing Collaboration & Communication services Aggregation services

Literacy Skills Information LiteracyMedia Literacy

Blogs Wikis

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Technology Literacy Tagging and social bookmarking applications Multimedia sharing Collaboration & Communication services Office-like applications Aggregation services

Life Skills FlexibilityInitiativeSocial SkillsProductivityLeadership

Wikis Tagging and social bookmarking applications Multimedia sharing Audio blogging and podcasting Social networks Collaboration & Communication services Aggregation services

Impact tableExplain the impact of educational technologies on the teacher, their students and student online safety.

Online safety Teacher StudentHaving an adult to communicate with about online experiences is the most effective instrument to enhance online student safety.

Less teacher anxiety, more openness to new education technology. A deeper trust relationship with students.

Getting communication options to talk about new technology and online experiences with teachers.

Playing the AR gamePresent an introduction on Augmented Reality, based on the Playing the AR game 12-14 section. The most import elements to highlight are:

Augmented Reality (AR) consists of a real-time video stream generated by a camera to which digital elements are added that appear in reaction to a predefined trigger.

AR triggers interest in our surroundings or in our identities. The AR game evokes interest in the emergence of the atmosphere in the class as a result of

didactics.

Good practicesPresent the good practices:

Play the game with the whole class; A teacher plays the game; Use the game to collect data for a subsequent discussion after the game; Ask specific individual students for their opinion on the question themes; Ask students to review the game.

Show the AR questionnaire.

Impact tableExplain the impact of the AR game and the good practices on the teacher, their students and student online safety.

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Online safety Teacher StudentProvoking discussion on teacher – student communications as a startingpoint for teachers becoming suitable adults to communicate about online experiences.

Being a moderator facilitating peer-to-peer communication while hearing student communication preferences.

Getting communication options to talk about didactics. Co-responsibility for one’s learning process. Temporary higher engagement, higher concentration levels, higher trust levels.

Now play the game on ideal didactics with the teachers. Read the Playing the AR game 12-14 section on how to prepare, play and interpret the game.

URL: http://id -eye2 .ezzev.eu/.

Creating an AR gameIn order to create an AR game you need to implement the following steps:

Establish a theme; Create questions; Create answer options; Create augmentations per answer option; Create texts and sounds (optional); Create static blocks and pages; Translate (optional); Create a lesson plan.

Teacher perspective on the lesson planIt’s now time that teachers start preparing their lesson plan. Hand out the lesson plan template and all the good practices minus the educational technology good practices. Explain that the teachers now need to make some decisions regarding the lesson plan template they are about to fill out:

Will their lesson plan concern a curricular or extra-curricular lesson? Which challenge or opportunity will be addressed?

When they have made their decisions they need to choose from all four levels at least one good practice per level:

o Level one: Identity labels & “liquid life”;o Level two: Interactive didactics;o Level three: Prophylactics;o Level four: Playing the Augmented Reality game or create a new AR game;

optionally, if the anxiety of a teacher appears to be too big the teacher can choose to implement a different educational technology good practice.

First lesson plan sketch

Teachers now fill out their lesson plan template individually and in silence.They are to use the break between the third and the fourth session to reflect on the first lesson plan sketch they create.

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SESSION 4Description for age group 12-14

TIME IN ‘ MODULE DESCRIPTION PPT SLIDE HANDBOOK SECTION80 Teachers create individual lesson

plans23 LESSON PLAN

10 Discuss the evaluation template EVALUATION PPT

TEACHER EVALUATIONEVALUATION PPT

Session objectiveProvide the session objective:

The objective of this session is that teachers will fill out the lesson plan template or choose an existing lesson plan (one of the two model lessons).

Success criteria: The teacher participants are able to write down hypotheses on the impact effects of their

lesson plan on three levels: their teaching, their students and student online safety.

Teachers create individual lesson plans Teachers fill out the lesson plan template. While teachers fill out the templates you have one-on-one “speed dating” sessions with

individual teachers. Please sit for a few minutes with each individual teacher and support them in their task to fill out the template. Ask them about their decisions (in session 3) and about their choice of good practices to implement. If needed brainstorm with them or advise them.

If a teacher appears to be very anxious about using the AR game in their lesson or has no idea how to implement a lesson with the AR game hand them the two age appropriate model lessons as an option.

If a teacher would still to be anxious about using the game even after having considered the two model lessons you should suggest that the teacher chooses another educational technology from the list of good practices and apply this in their lesson plan. Please hand them the printed out educational technology good practices.

Success criteria: The teacher participants are able to predict the impact effects of their lesson plan on three

levels: their teaching, their students and student online safety.

Discussing the evaluation template Hand out the printed evaluation template and show the evaluation PowerPoint

presentation on a big screen. Walk the teachers through the evaluation template slide by slide.

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Tell the teachers that they need to fill out the evaluation template after their lesson implementation. Ask them to send it to you by email before the fifth session and provide them your email address.Let the teachers know that they can contact you in the mean time if they have any questions.

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LESSON PLAN (45 minutes duration)

Age group: 12-14

FIRST AND LAST NAMESCHOOLDATEEMAIL ADDRESS

LESSON NAME ID-EYE - STANDARD COURSE - "lesson model"

CURRICULAR X EXTRA-CURRICULARIF CURRICULAR WHAT SUBJECT

CHALLENGE/ OPPORTUNITY

Young people have a chance to express their views and present them toothers, discuss controversial topics with adults, which helps the teacher toget to know their students and helps to build trust and a mutualunderstanding in the class room.Young people will together with their teachers work on the concept of an"ideal class" – this particular challenge increases their responsibility fortheir own education and their school environment.

LEARNING OBJECTIVES - Students and teachers build closer relationships with each other;- An increase of student awareness of the risks associated with being online and new ways for students to respond to risky situations online;- Better communication with the group/ class;- As an additional result: greater commitment to education and the school community;- Through the use and application of methods of interactive and media education in youth work, teachers stimulate the development and skills of their students.

SUCCESS CRITERIA Youngsters:- More conscious embedding in their environment, improvement of adult-teen relationship;- Direct communication and stimulation of involvement;- More personal and conscious contact between the teacher and the students.

Teacher:- Building a relation of trust;- More openness for communication with students; - The use of interactive methods in teaching.

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GOOD PRACTICES CHOSENLEVEL 1 – SUBJECTS 3 sentences

LEVEL 2 – DIDACTICS DIAGNOSTIC QUESTIONS RANDOMLY CHOOSE A STUDENT WHO WILL READ A

GAME QUESTION AND WHO WILL SUGGEST AN ANSWER

RANDOMLY CHOOSE A PARTICIPANT WHO REPLIED NO TO THE DIAGNOSTIC QUESTION AND ASK WHETHER THEY COULD EXPLAIN WHY THEY HAVE CHOSEN (NO)

CHOOSE A PARTICIPANT WHO REPLIED YES TO THE DIAGNOSTIC QUESTION AND INVITE THEM TO EXPLAIN WHY THEY HAVE CHOSEN (YES)

LEVEL 3 – PROPHYLACTICS Focus on listening and creating a dialogue / relationships that one can use in the future with the group.

Be attentive, listen and build trust-based relationship - young people need wise adults who want to listen to them and talk to them.

INCLUDING AR GAME YES NOIF NO WHY NOT

-IF NOT WHAT EDTECH

-

PLANNED IMPACTON MY TEACHING Building conscious relation and sense of trust in the

classroom, better communication with students and the use of interactive methods.

ON MY STUDENTS More conscious embedding of students in their environment, improving the relationship adult - teenager, improving direct communication and engagement stimulation. More personal and conscious contact in the relation teacher – student.

ON STUDENT ONLINE SAFETY The presence of an adult on the Internet and the ability to communicate and talk about their experiences onlin, is an effective tool to increase the safety of students online.

Conscious peers are a big support often needed to overcome emerging challenges and difficulties, especially for students with difficulties.

ASSESSMENT TYPES Discussion at the end of the lesson

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LESSON PLAN DESCRIPTION

STEP 1 – 2’EXPLAIN THE LESSON OBJECTIVE Youth in this age likes to have their own opinions and present them to others, they also easily enter discussions on controversial topics.THE OBJECTIVE OF THIS LESSON IS TO FIND OUT WHAT THE PERFECT CLASS ROOM LOOKS LIKE.

STEP 2 – 2’EXPLAIN THE RULES

WE’RE GOING TO PLAY A GAME – THIS MEANS WE’RE GOING TO DISCUSS HOW TEACHERS SHOULD IDEALLY TEACH AND STUDENTS WOULD IDEALLY LEARN

IT IS IMPORTANT TO REMEMBER IN THIS DISCUSSION ABOUT 3 SENTENCES, WHICH YOU WILL REPEAT AFTER ME:

o SOMETIMES I MAKE MISTAKESo SOMETIMES MY MOTIVATION IS SELFISHo I AM PART OF THE PROBLEM

STEP 3 – 5’INTRODUCTION TO THE TOPIC OBJECTIVE OF THE LESSON: IMAGINING A PERFECT CLASS IS IMPORTANT, BECAUSE THE MORE “OUR CLASS” LOOKS LIKE “YOUR PERFECT CLASS”, WE WILL TRUST EACH OTHER MORE AND IT WILL BE EASIER TO COMMUNICATE WITH ME IF SOMETHING DIFFICULT WILL HAPPEN TO YOU ONLINE. DO YOU AGREE?

INTRODUCTION TO AUGMENTED REALITY Show the students a visual presentation explaining the AR. A large part of young people consciously or intuitively uses this technology in a variety ofgames and applications that are becoming increasingly popular. Take advantage of this fact and show young people how to use AR in education. An example you’ll find: http://youtu.be/09vxKN1zLNI.

STEP 4 – 15’PLAYING THE GAME

Choose who will be playing - you or a student. If a student wants to be the person playing, they should do so, because placing them in a role in the foreground will increase their self-esteem and self-confidence, and the rest of the group will participate more actively in the lesson. If none of the students decides to play, then you as a teacher should assign yourself as a player, which can be a certain attraction for students and can give a greater commitment to the lesson. In case a student will play, remember to have contact with them before the lesson and calibrate thegame to their features. This will allow you to implement your lesson smoothly and without disruption.

The game is the focal point of your lesson.

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FOR EVERY QUESTION SELECT PARTICIPANTS RANDOMLY, ASK THEM TO READ QUESTION AND ANSWER, THIS WILL SUGGEST THEANSWER

KEEP ON SELECTING ANOTHER PARTICIPANTS RANDOMLY, ASK THEM TO READ QUESTION AND ANSWER, THIS WILL SUGGEST THEANSWER

GIVE THEM MINUTES TO DISCUSS AND AGREE TO ONE COMMON ANSWER, IF THEY DON’T AGREE, LET THEM VOTE

Playing with youngsters in this age group must proceed rapidly, with shortbreaks for dialogues that you provoke with targeted individual students. Save the discussions for later, after the game. Students will probably have many questions, reflections and doubts which they will want to share withyou and the other participants in the lesson.Listen carefully to the questions and comments of your students, try to catch as much information as you can while speaking about the views andneeds of your students.

EXAMPLE:

QUESTION 1Teachers build the highest trust when:If answer WORK IN ACCORDANCE WITH WHAT THEY SAY was selected these are suggested deliberations:- What does it mean for you?- Do you have such teachers?- What should a teacher do you to have more confidence in them (list)?

If the answer THEY TRY TO UNDERSTAND STUDENTS is selected these are suggested deliberations:- Why do you think understanding so important?- Is it possible to have a good relationship with a teacher who does not understand you?- For what reasons teachers may not understand their students?

If the answer THEY KNOW THEIR JOB is selected these are suggested deliberations:- In your opinion, what does it mean that a teacher who knows their job?- In your opinion, how should a good teacher behave like?

QUESTION 4When you have a problem on the Internet - to whom you speak?If the answer PARENTS is selected these are suggested deliberations:- What are your relations with your parents?- What makes these relationships good? Do we have an impact on these relations?If answer TEACHERS was selected these are suggested deliberations:- What makes you turn to a teacher?

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- Does a good relationship with the teacher depend on the student, the teacher, or maybe it depends on both sides?If answer PEERS was selected these are suggested deliberations:- Why would you choose peers in the case of a problem on the Internet?- To whom of your peers would you go to ask for help?- Did such a situation happen to you? Or maybe someone asked you for help?- How have you managed to solve the problem?If answer INTERNET was selected these are suggested deliberations:- While seeking information on the web, are you checking their source?- Do you think that is all information on the Internet is accurate?- Do you rather consult with people online than in real life?

AFTER THE GAME

STEP 5 – 13’DEBATE ASK YOUR FIRST DIAGNOSTIC QUESTION:ARE THE STUDENTS EQUALLY RESPONSIBLE FOR THE LESSON RESULTS? EVERYONE HAS TO SHOW NOW THE GREEN CARD: (YES) OR RED CARD: (NO)

CHOOSE A PARTICIPANT WHO REPLIED NO AND ASK THEM TO EXPLAIN WHY THEY HAD CHOSEN (NO)

CHOOSE A PARTICIPANT WHO REPLIED YES AND INVITE THEM TO EXPLAIN WHY THEY HAD CHOSEN (YES)

THEN – LET STUDENTS VOTE AGAIN EXPLAIN YOUR POINT OF VIEW, ANSWER: (YES) – A LESSON IS A

COOPORATION, SO EVERYONE IS RESPONSIBLE FOR THE RESULT OF THE LESSON.

My justification (the teacher):A lesson is a cooperation, so everyone is responsible for the results – together we have decided to cooperate, so the responsibility for the resultspreads out to all of us. We have the same goal that we can achieve if we work on it together. Important is also the co-responsibility that each of us has for the impact on the form, course and outcome of our lesson. Our activities, commitment and partnership affect what one learns, about what one talks and whether one is supported by the class. Dear teacher - most of the time, youngsters retreat or remain passive during activities with adults when they cannot realize their ideas, or openly express their opinions – therefore, leave room for student self-realization.

ASK YOUR SECOND DIAGNOSTIC QUESTION:IS IT EASIER FOR YOU TO COME TO ME IN THE IDEAL CLASS, WHEN YOU HAVE A PROBLEM ONLINE?

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EVERYONE HAS TO SHOW NOW THE GREEN CARD: (YES) OR RED CARD: (NO)

CHOOSE A PARTICIPANT WHO REPLIED NO AND ASK THEM TO EXPLAIN WHY THEY HAD CHOSEN (NO)

CHOOSE A PARTICIPANT WHO REPLIED YES AND INVITE THEM TO EXPLAIN WHY THEY HAD CHOSEN (YES)

THEN – LET STUDENTS VOTE AGAIN EXPLAIN YOUR POINT OF VIEW, ANSWER: (YES) – I HOPE SO.

My justification (the teacher):Is it easier for you to come to me in the ideal classroom, when you have a problem online? I hope so - trust and security are things without which it is difficult for us to live, we started talking about various topics that are important to us and often difficult. Each of us, by opening up, takes a risk, but the risk often pays off. As a group/ class we can be a support for each other, both in good and difficult times. However, there are cases and situations which young people themselves would not cope with and need a wise adult. In the ideal class that supporting adult should be a teacher, but building a trust needs time, so sometimes you need to start small – bya dialogue, by identifying common objectives for the group, by spending time together and discussing (also online). Sometimes it's helpful to invitesomeone to a part of our lives and see if there will be a place for them.

Dear teacher - building trust takes a long time and often consists of a lot of details, such as dialogue, listening, understanding, discretion, time and keeping our word. As adults we need to earn and nurture the trust of young people. You do not get trust just because you're a teacher or you because you decided that right now you want to be friends with youngsters.

STEP 6 – 5’QUESTIONNAIRE

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MODEL LESSON PLAN 2 (45 minutes duration)

Age group: 12-14

FIRST AND LAST NAMESCHOOLDATEEMAIL ADDRESS

LESSON NAME TALKING ABOUT LIFE ONLINE

CURRICULAR X EXTRA-CURRICULARIF CURRICULAR WHAT SUBJECT -

CHALLENGE/ OPPORTUNITY

Youngsters prefer talking to their peers about their life online ratherthan with adults. The challenge is to get them to talk to adults moreabout the subject.

LEARNING OBJECTIVES Students create a mini-lesson plan for an extra-curricular lesson with their parents.

SUCCESS CRITERIA The lesson plans contain:- Serious reflections on how to start a conversation with their parents;- Realistic expectations;- Proposals for a communication that is:

Open; Non-moralistic; Non-divisive.

- Serious reflections on the expected impact on their parents and themselves, including their online safety.

GOOD PRACTICES CHOSENLEVEL 1 – SUBJECTS 3 sentences.LEVEL 2 – DIDACTICS Random selection by drawing sticks.LEVEL 3 – PROPHYLACTICS Project learning.

Involving student environments beyond the school environment.

INCLUDING AR GAME YES (GAME 8-11) NOIF NO WHY NOT -IF NOT WHAT EDTECH -

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PLANNED IMPACTON MY TEACHING More openness towards edtech, more openness

towards seemingly private subjects in the curriculum.

ON MY STUDENTS Opening a new communication channel with adults (teacher and parents) on online experiences and new technology.

ON STUDENT ONLINE SAFETY New communication channels on online experiencesand new technology hopefully lead to a situation in which when something goes very wrong online students feel that they can talk about it with an adult – teacher, parent or other.

ASSESSMENT TYPES Discussion at the end of the lesson on the lesson plans created.

LESSON PLAN DESCRIPTION

STEP 1 – 10’Introduce the learning objective, a lesson plan template and success criteria.

Introduce the three sentences as steps towards the communication aimed for.

The less plan consists of: Description of instruments to be used; Description of the lesson; Description of the expected impact on their parents; Description of the expected impact on themselves, including

their online safety.

Divide the class in 4 groups by random sticks selection. Hand out a lesson plan template to each group.

STEP 2 – 20’Let each group play the game as a preparation on creating the lesson plan. The options in the game are to inspire the students to reflect on communication options just as the three sentences were to inspire students to reflect on how to start a dialogue.Let each group then fill out their lesson plan.

STEP 3 – 15’The teacher randomly selects a representative per group by means of drawing sticks. The representative reads the group lesson plan. The teacher discusses with them.This is implemented for all four groups.

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IMPLEMENTATION LESSONDescription for age group 12-14

TIME IN ‘ MODULE DESCRIPTION PPT SLIDE

HANDBOOK SECTION

45 Teachers implement their own lesson plan attheir school

- -

30 Teachers fill out the evaluation template - -

Objective The objective of this lesson is for teachers to implement and evaluate their lesson plan,

their decisions and their chosen good practices.

Success criteria: The teacher participants are able to test the impact effects of their lesson plan on three

levels: their teaching, their students and student online safety.

Teachers implement their own lesson plan at their schoolTeachers now individually implement the lesson plan they have written during sessions 3 and 4. They either use one of their regular lessons or an extra-curricular lesson, depending on their choice. You are not present.

Teachers fill out the evaluation templateAfter the implementation of the lesson plan teachers fill out the evaluation template and sends it to you by email before the fifth session.

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SESSION 5Description for age group 12-14

TIME IN ‘ MODULE DESCRIPTION PPT SLIDE HANDBOOK SECTION30 Teacher summaries of their

implementations25 TEACHER EVALUATION

50 Discussion leading to a BP/LL list 2610 Handing out certificates 27 CERTIFICATES

Session objectiveProvide the session objective:

The objective of this session is to evaluate the individual teacher sessions and create a set of Best Practices and Lessons Learned (BP/LL).

Success criteria: The teacher participants are able to evaluate the impact effects of their lesson plan on

three levels: their teaching, their students and student online safety.

Teacher summaries of their implementationsHave teachers answer one-on-one the following questions – based on the evaluation template they’ve filled out:

Was your lesson curricular or extracurricular? What challenge or opportunity did you want to address? What good practices did you chose? What was the impact of the chosen good practices on your teaching? What was the impact of the chosen good practices on your students? What was the impact of the chosen good practices on student online safety?

Optionally record the teacher answers on camera. If you’d do so, please share a copy with us. You can send it to one of the project authors and partners, Mr. Onno Hansen: onno.hansen@gmail.com.

Discussion leading to a BP/LL listProvide a discussion with the teachers about their answers. Keep the following topics in mind:

Did similar good practices have a positive impact on the teachers’ teaching, their students and on student online safety?

Did similar good practices have no impact or a negative impact on the teachers’ teaching, their students and on student online safety?

Under what conditions did good practices have a positive, negative or neutral impact on the teachers’ teaching, their students and on student online safety?

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Summarize the discussion by drafting a list of good practices that had a positive impact on the teachers’ teaching, their students and on student online safety for many teachers (“best practices”) and the conditions under which they worked out and a list of good practices that had no impact or a negative impact on the teachers’ teaching, their students and on student online safety for many teachers (“lessons learned”) and the conditions under which they failed.Please share a copy with us. You can send it to one of the project authors and partners, Mr. Onno Hansen: onno.hansen@gmail.com

Handing out certificatesThe workshop draws to an end. The only task you have left is handing out the workshop certificates to each teacher individually.

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BACKGROUND TO SESSION 1

IntroductionThe subjects that are related to the main workshop theme - the relationship between studentonline presence and student identities – are all connected to the notion of identity: identity labelsand learning types for students aged 8 to 11 and identity labels and society (the concept of “liquidlife”) for students aged 12 to 14.These subjects coincide (fully for the older age group and partially for the younger age group) withwhat sociologist Zygmunt Bauman (2005) – inspired by philosopher Richard Rorty – proclaims as“as desirable and fulfillable aims for educators, the tasks of ‘stirring the kids up’ and instilling‘doubts in the students about the students’ own self-images, about the society in which theybelong’.”

Identity labels [8-11; 12-14]Douglas Stone and Sheila Heen (2014) provide tools for an interactive learning experience basedon the theme of identities. They limit themselves to the conscious part of our identity and defineidentity as follows: “Identity is the story we tell ourselves about ourselves – what we’re like, whatwe stand for, what we’re good at, what we’re capable of” – see Giddens in the “Identity theory”section below. According to Stone & Heen these stories consist of labels. We try to keep theselabels simple, such as “I’m competent, I’m good, I’m worthy of love. These labels serve animportant function: Life can be messy and confusing, and simple identity labels remind us of ourvalues and priorities”.These simple identity labels get us into trouble though. “They are simple because they are “all ornothing.” That works fine when we’re “all.” But when we get feedback that we are not, we hear itas feedback that we are nothing. There’s no “partly all” ... If we’re not good, we’re bad”. Thismechanism is an important reason why we cannot take criticism that easily and why it is hard forstudents to be resilient online. Online challenges, especially critical ones, seem like an attack ontheir entire identity.Leonard Mlodinow (2012) adds to this image of our identity an element that he calls “motivatedreasoning”. This motivated reasoning helps us to “believe in our goodness and competence, to feelin control, and to generally see ourselves in a positive light. It also shapes the way we understandand interpret our environment, especially our social environment, and it helps to justify ourpreferred beliefs.” Motivated reasoning functions as a survival strategy: “studies show that thepeople with the most accurate self-perceptions tend to be moderately depressed, suffer from lowself-esteem, or both. An overly positive self-evaluation, on the other hand, is normal and healthy.”Motivated reasoning installs a range of defense mechanisms in us to fence off negative feedback.Simple labels do the rest. This is to keep us from falling in a black hole and help us to keep ouridentity narration going. The downside of it is that it renders us incapable of receiving negativefeedback that might actually bring us further in life and might teach us something. This is anundesirable situation since it is the opposite of resilience – it is defensiveness.To change this situation we should give up simple labels, for ourselves and for the world, andmodify our motivated reasoning. But how do we do that? Stone & Heen write: “The first step is ...to recognize that your identity label is a simplification. ... You’ve been complicated all along.”

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According to them we need to accept our complexity and therefore need to embrace the followingstatements:

I will make mistakes I have complex intentions – they are good but are sometimes mixed with less noble ones

such as self-interest I have contributed to the problem

These statements are best uttered in a situation when we trust others and ourselves. In situationsof trust we are far more open for feedback. Stephen Covey (2006) writes: “In a high-trustrelationship, you can say the wrong thing, and people will still get your meaning. In a low-trustrelationship, you can be very measured, even precise, and they’ll still misinterpret you.” In asituation of trust the mistakes that we all make are “seen as learning opportunities and [are]quickly forgiven”.According to Covey “trust is one of the most powerful forms of motivation and inspiration. Peoplewant to be trusted. They respond to trust. They thrive on trust.” This trust is hard to achieve in atransmission mode of teaching. Formative Assessment techniques help to create at least aminimum level of trust in the classroom – see Background to session 2 section.Covey explains what trust is: “Trust is a function of two things: character and competence.Character includes your integrity, your motive, your intent with people. Competence includes yourcapabilities, your skills, your results, your track record. ... Character is a constant; it’s necessary fortrust in any circumstance. Competence is situational; it depends on what the situation requires.”Covey agrees with Stone & Heen that it is necessary to seen one’s self as part of the problem: “Ifyou think the problem is out there, that very thought is the problem.”Covey supplies us with numerous ways to enhance trust on five levels – which he calls “waves”.The first one is related the trust we have in ourselves: “The key principle underlying this wave iscredibility”. The second one is related to relationship trust: “The key principle underlying this waveis consistent behavior”. The third one is related to organizational trust: “The key principleunderlying this wave [is] alignment”. The fourth one is market trust: “The underlying principleunderlying this wave is reputation.” The firth one is societal trust: “The principle underlying thiswave is contribution.”For Covey all waves are interconnected: “We see that trust in the Fifth Wave is a direct result oftrustworthiness that begins in the First Wave and flows outward in our relationships, in ourorganizations, and in the marketplace to fill society as a whole.” He stresses: “As Gandhi said, “Oneman cannot do right in one department of life whilst he is occupied in doing wrong in anotherdepartment. Life is one indivisible whole.””Here Covey’s approach seemingly runs counter to the description by Goffman – see below - thatwe play different roles in different situations. But while Goffman only offers a frame to understandsituations and our position in them, Covey presents an ethical perspective in which life should bean indivisible whole. This ethical perspective seems to be more in line with the way students seethemselves: they do not feel a major difference between their identity online and offline. Theycondemn others who present themselves differently online and in real life. These are ourobservations from many conversations with students in Poland and the Netherlands.Covey’s ethics provide us with “the value that inspires the greatest trust”: “genuine caring”; with“the agenda that generally inspires the greatest trust”: “seeking mutual benefit” and with “thebehavior that best creates credibility and inspires trust”: “acting in the best interest of others”.This ethical approach is even more needed according to Covey, because there currently is “a crisisof trust” and, as a result there is “an increasing focus on ethics in our society”.

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Covey’s ethics move beyond Stone & Heen. For him it is not enough to acknowledge that we makemistakes, that we are selfish sometimes and that we are part of the problem. If we make mistakeswe should repair them immediately: “As in almost every other aspect of life, breakdowns cancreate breakthroughs. Challenges and mistakes can become some of our opportunities to learn,grow, and improve.”Covey adds: “We are going to have challenges. We are going to make mistakes. And others aregoing to make mistakes that affect us. ... The issue is how we respond to those things ...” If werespond wrongly we will lose the trust we’ve built so painstakingly over years in an instant.This insight by Covey can be observed online again and again – companies making mistakes andbeing severely punished for this by heaped-up criticism. On the other hand, the loss of trust onlineseems extreme but very short. In line with the liquidity of the times as defined by Bauman – seebelow - all return to normal quickly.

In addition to Stone & Heen’s three sentences a second instrument to open up further to feedbackis to learn to differentiate between coaching and evaluation feedback. “Coaching is aimed at tryingto help someone learn, grow, to change. The focus is on helping the person improve, whether itinvolves a skill, an idea, particular knowledge, a particular practice, or that person’s appearance orpersonality.” Evaluation, on the other hand, “tells you where you stand. It’s an assessment,ranking, or rating. ... Evaluations align expectations, clarify consequences, and inform decisionmaking.” Making the distinction between the two “makes a huge difference in your ability to takein feedback productively. The reason is this: While identity is easily triggered by evaluation, it is farless threatened by coaching. ... You can learn without enduring the arduous task of reevaluatingwho you are.”

A third instrument is to learn to distinguish different components of an evaluation: assessment,consequences and judgment. By doing this “you can figure out what about a given evaluation istriggering your identity. ... Breaking it down also helps you focus on what you want to discuss withthe feedback giver.” The judgments can be ignored while the assessment and consequencescomponents can be highly relevant.A fourth instrument is to give one’s self a second score that does not concern the evaluation butthe way one handles the reception of the evaluation. “The scorecard reminds you that the initialevaluation is not the end of the story. It’s the start of the second story about the meaning you’llmake of the experience in your life.” This is not just a trick: “while the initial evaluation may not befully within your control, your reaction usually is. ... in the long term, the second score is oftenmore important than the first.”

Learning types [8-11]Stone and Heen (2014) see two ways how we respond to challenges and mistakes: they call thesethe “fixed mindset” and the “growth mindset”. About half of us possess a fixed mindset the otherhalf a growth mindset. “If you have a fixed mindset, every situation you encounter is a referendumon whether you have the smarts or ability that you thought (or hope) you have.” People with agrowth mindset on the other hand believe that nothing is fixed. If they fail they “assume it is a skillthat can be developed, and moreover, they see struggling with a tough puzzle as just the challengethey need to improve.” While those with growth mindsets are “amazingly accurate” in assessingtheir capabilities, those with a fixed mindset are “terrible” at it.

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The fixed mindset largely negates reality and is thus incapable of effective learning. Wiliam – seethe didactics section in Background to session 2 - agrees: “The best learners consistently attributeboth success and failure to internal, unstable causes.” Unstable causes for Wiliam are transientcauses (“working hard”) as opposed to long lasting causes (“being smart”).Like with simple labels the fixed mindset constitutes an undesirable situation. It representsdefensiveness and not resilience. To empower resilience we should move from a fixed mindset to agrowth mindset. Wiliam observes this too: “learning in the classrooms will be considerablyenhanced if students embrace this idea of “It’s up to me, and I can do something about it.”” Onlythen feedback has a chance to move learning forward. “Promote the belief that ability isincremental rather than fixed”.According to Stone and Heen going from a fixed to a growth mindset involves several steps. Thefirst step is to be aware of what kind of mindset one has.

I am fixed versus I grow; My capabilities are fixed versus my capabilities always evolve; My goal is success versus my goal is the process of learning itself; I feel smart when I do something perfectly and better than others versus I feel smart when I

overcome challenges; I feel threatened by a challenge versus I see an opportunity when I’m challenged; I feel safe within what I can do versus I feel safe if I have to stretch myself a bit.

The second step is that students learn to accept failure as a part of their learning process. Whereasa fixed mindset only has success as a goal, the growth mindset sees failure as a challenge to do better next time. It is an invitation to work harder and tries one’s best harder. According to Jane McGonigal the option to fail is one of the major attractions in gaming. She describes a research outcome on gamers playing the game Super Monkey Ball 2: “They [the researchers] found that players exhibited the most potent combination of positive emotions when they made a mistake ...”The reason for this was that in the game players when they failed “hadn’t failed passively. They hadfailed spectacularly, and entertainingly. The combination of positive feeling and a stronger sense ofagency made the players eager to play again. ... When we’re reminded of our own agency in such apositive way, it’s almost impossible not to feel optimistic.”

The third step is to create a situation of flow, that is situations in which “individuals [become] completely absorbed in the activities in which they are engaged” (Wiliam, 2011). Mihaly Czikszentmihalyi, the originator of the concept, describes “flow” as: “the satisfying, exhilarating feeling of creative accomplishment and heightened functioning” (quoted in McGonigal, 2011).Wiliam writes: “This sense of flow can arise from one’s intrinsic interest in a task ... but can also arise through a match between one’s capabilities and the challenge of the task. When the level of challenge is low and the level of capacity is high, the result is often boredom. When the level of challenge is high and the level of capability is low, the result is generally anxiety. When both are low, the result is apathy. However, when both capability and challenge are high, the result is “flow”.”McGonigal tells us that “flow” is what makes playing a game so rewarding: “Czikszentmihalyi’s research showed that flow was most reliably and most efficiently produced by the specific combination of self-chosen goals, personally optimized obstacles, and continuous feedback that make up the essential structure of gameplay. “Games are an obvious source of flow,” he wrote, “and play is the flow experience par excellence.””

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McGonigal adds: “During this kind of highly structured, self-motivated hard work ... we regularly achieve the greatest form of happiness available to human beings: intense, optimistic engagement with the world around us. We feel fully alive, full of potential and purpose – in other words, we are completely activated as human beings.”

Further reading Douglas Stone & Sheila Heen – Thanks for the feedback (2014) Dylan Wiliam – Embedded formative assessment (2011) Jane McGonigal – Reality is broken (2011) Stephen Covey – The speed of trust (2006)

Current society [12-14]Sociologist Zygmunt Bauman (2004, 2005) describes our current society as “liquid” and our lives as“liquid life”: „’Liquid life’ is a kind of life that tends to be lived in a liquid modern society. ‘Liquidmodern’ is a society in which the conditions under which its members act change faster than ittakes the ways of acting to consolidate into habits and routines. Liquidity of life and that of societyfeed and reinvigorate each other. Liquid life, just like liquid society, cannot keep its shape or stay oncourse for long.”Liquid life is a type of radical consumerism in which everything and everyone is turned intoconsumable objects. “Liquid life endows the outside world, indeed everything in the world that isnot part of the self, with a primarily instrumental value”. Everything needs to be “good forconsumption” to be useful.The changes occurring in liquid times are radical, “modifying many ‘traditional’ concepts that havestructured our way of giving the world we live in, and our own lives, meaning”. (EGE, 2012)Individualism does not exist in these liquid times even though the slogan is that we all should beindividuals. “In a society of individuals everyone must be individual; in this respect, at least,members of such a society are anything but individual, different or unique. They are, on thecontrary, strikingly like each other in that they must follow the same life strategy and use shared ...tokens to convince others that they are doing so. In the question of individuality, there is noindividual choice.”The only choice we have is there is the unique choice of the consumer. “The struggle foruniqueness has now become the main engine of mass production and mass consumption.”Uniqueness is defined by being “up to date”. While slogans of authenticity are propagated and weshould all believe in a “pristine self” to listen to, all we do is buy to try and overcome ourexistential state of anxiety without success.”Children are not exempt from the liquid times. “As soon as they learn to read, or perhaps wellbefore that, children’s ‘shop dependence’ sets in.” This makes sense because “today’s children arefirst and foremost tomorrow’s consumers”. They are seen by their parents as “knowledgeablechoosers” when it comes to acquiring goods.Liquid life is a life of “constant uncertainty”. Constantly new commodities need to be acquired tokeep up with the requirements of this radical consumerism. “Liquid life means constant self-scrutiny, self-critique and self-censure. Liquid life feeds on the self’s dissatisfaction with itself.” Inthe process a lot of waste is produced, both in the form of humans and of resources. Yes, humansare also an “object of consumption”.

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That is why humans are anxious to become waste themselves. If they cannot keep up with thepace of the change and do not buy the latest consumer goods they will fall down the ladder untilthey become useless for others – and thereby become human waste. They will then be cut offfrom society, like asylum seekers are, without any chance of ever climbing up the ladder again. Weare all anxious that we will be disposed of.

Further reading: Zygmunt Bauman – Identity (2004) Zygmunt Bauman – Liquid life (2005) Zygmunt Bauman – Liquid times (2007)

Current society – Recipes for further action What can you and teachers do about this situation? Bauman writes: “The thrust of education ... isto challenge the impact of daily experience, to fight back and in the end defy the pressures arisingfrom the social setting in which the learner operates.” But how should this be done?Programmatic learning of how to cope with liquid life is no option: “Conditions of action andstrategies designed to respond ... age quickly and become obsolete before the actors have achance to learn them properly.” The transmission model, therefore, is ruled out by Bauman:“knowledge needs to be constantly refreshed”. Also ruled out is to identify skills that are needed inliquid times and then learn these. “Future twists of market demand are not easily predictable,however artful the forecasters and methodologically refined their prognoses.”Seymour Papert (quoted in Bauman) agrees that skills education makes no real sense anymore: “Sothe model that says learn while you’re at school, while you’re young, the skills that you will applyduring your lifetime is no longer tenable. The skills that you can learn when you’re at school willnot be applicable. They will be obsolete by the time you get into the workplace and need them.”According to Bauman education nevertheless is the only way out. “Adverse odds may beoverwhelming, and yet a democratic ... society ... knows of no substitute for education and self-education as a means to influence the turn of events”. While students might see education as “agateway to jobs” we need to teach them how to be citizens too – give them “an education incitizenship”. This education needs to be permanent: “in the liquid modern setting, education and learning, tobe of any use, must be continuous and indeed lifelong.”We need to empower the students’ individuality. “’Individuality’ stands today, first and foremost,for the person’s autonomy, which in turn is perceived as simultaneously the person’s right andduty. Before it means anything else, the statement ‘I am an individual’ means that I am the onlyone responsible for my merits and my failings, and that it is my task to cultivate the first and torepent and repair the second.” We need to take that part of identity that is still there in liquid life as a starting point. “”The sole‘core identity’ which one can be sure will emerge from the continuous change not only unscathedbut probably even reinforced is that of homo eligens – the ‘man choosing’ ... a permanentlyimpermanent self, completely incomplete, definitely indefinite – and authentically inauthentic.” It’snot much, but it’s a start.

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The homo eligens is currently in a bad place. “What separates the present-day agony of choicefrom the discomforts which have always tormented homo eligens ... is the discovery or suspicionthat there are no preordained rules or universally approved objectives that can be steadfastlyfollowed whatever happens, thereby relieving the choosers from responsibility for any adverseconsequences of their choices.”Only a lifelong education can empower this homo eligens. “We need lifelong education to give us achoice. But we need it even more to salvage the conditions that make choice available and withinour power.”

How does this empowerment look like? “’Empowerment’ requires the building and rebuilding ofinterhuman bonds, the will and the ability to engage with others in a continuous effort to makehuman cohabitation into a hospitable and friendly setting for the mutually enriching cooperationof men and women struggling for self-esteem, for the development of their potential and for theproper use of their abilities. In short, one of the decisive stakes of lifelong education aimed at‘empowerment’ is the rebuilding of the now increasingly deserted public space where men andwomen may engage in a continuous translation between the individual and the common, theprivate and the communal interests, rights and duties.” Thus: “strengthening social cohesion anddeveloping a sense of social awareness and responsibility have become important societal andpolitical goals”.What is needed, therefore, is to strengthen human bonds. “In a liquid, fast-flowing andunpredictable setting we need firm and reliable ties of friendship and mutual trust more than everbefore.” While they currently are being replaced by “sanitized contacts” online and brand loyalty inreal life, human bonds are vital for a democracy.How do we strengthen these human bonds? Well, “we mix daily with others who ... ‘do notnecessarily speak the same language (literally and metaphorically) or share the same memory orhistory’. Under such circumstances, the skills we need more than any others in order to offer thepublic sphere a reasonable chance of resuscitation are the skills of interaction with others – ofconducting a dialogue, of negotiation, of gaining mutual understanding and of managing orresolving conflicts inevitable in every instance of shared life.”

Bauman concludes: “This is indeed how education should be so that the men and women of theliquid modern world can pursue their life goals with at least a modicum of resourcefulness andself-confidence, and hope to succeed.” A second effect is “making the fast changing world morehospitable to humanity”. It is a way out of our current “landscape of ignorance”. “Ignorance leadsto paralysis of the will. One does not know what is in store and has no way to count the risks.”

Papert comes up with an additional skill that is crucial. According to him only one skill really makessense to teach: “The one really competitive skill is the skill of being able to learn. It is the skill ofbeing able not to give the right answer to questions about what you were taught at school, but tomake the right response to situations that are outside the scope of what you were taught atschool. We need to produce people who know how to act when they’re faced with situations forwhich they were not specifically trained. Wiliam (2011) agrees although he does not rule out theuse of learning skills at school: “This is why education – as opposed to training – is so important.Not only does education confer skills, but it also produced the ability to develop new skills.”

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Identity theories [8-11; 12-14]In social sciences it is common to define identity as the answer to the question: Who am I? Unfortunately, subsequently there exists no consensus on how to understand the answers to this question.According to one scientific current, personified by sociologist Erving Goffman, our identity is the sum of all roles that we play. The key idea here is that we behave differently in different contexts because different actions and reactions by us are required in various situations. Thus, we behave differently at work and at home and act different with friends and in a shop. We perform different roles for different audiences. While playing these different roles it is crucial that we keep our audiences separated in order to avoid severe damage of our image.To understand the damage that could occur, imagine the following situation. A mother visits at school a student who is very popular in her class. The mother brings a cute toy that she loudly proclaims is the favourite of her child. The effect is devastating – the child is deeply embarrassed. The reason for this is that the audience of one role (co-students) gets a glimpse of another role that is played by the child (cute daughter).A second aspect of Goffman’s work on identity is that there are two ways in which we share information about ourselves with others: consciously (“giving information”) and unconsciously (“giving off information”). A large part of this information given off unconsciously is made up by our nonverbal communication. Both types of information are used by others to interpret us.Sometimes the unconsciously given off information contrasts highly with the information that we consciously give on ourselves. For instance, we stutter and sweat while we proclaim that we are not nervous at all. In those cases our role will not be very credible and our performance might be rejected by our audiences.The interpretation by Goffman is not the only approach to the concept of identity. Another important approach is based on the philosopher Paul Ricoeur. According to Ricoeur identities consist of two parts: those of our characteristics that discriminates us from others (l’ipsete) and those of our characteristics that remain the same over longer periods of time (la memete). Ricoeur’s interpretation is key for European legislation on data protection. Our l’ipsete makes us identifiable for the law. Being identifiable, for instance in a database, causes our data to be protected under EU law.The Data Protection Directive [Directive 95/46/EC of the European Parliament and of the Council of 24 October 1995 on the protection of individuals with regard to the processing of personal data and on the free movement of such data] specifies what makes us identifiable: “an identifiable person is one who can be identified, directly or indirectly, in particular by reference to an identification number or to one or more factors specific to his physical, physiological, mental, economic, cultural or social identity.” Unfortunately, no further details are provided, neither in the Directive nor in subsequent regulations.The use of the concept “identity” in the Directive seems to indicate that identity equals an identifiable person – a use that is seen as too limited by advisory body European Group on Ethics in Science and New Technologies to the European Commission (EGE) in its Opinion 26: “it is not enough to analyse identity questions in terms of those matters that mostly concern the identification of a person rather than his or her identity as a person”.A third interpretation of identity postulates that identities are stories we tell ourselves and others about ourselves. For instance sociologist Anthony Giddens writes on identity: “A person’s identity isnot to be found in behavior, nor – important though this is – in the reactions of others, but it the capacity to keep a particular narrative going.” Philosopher Jean-Paul Sartre calls this a “lifelong project”. The idea in this interpretation is that we reflect the understanding of ourselves into an

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“ongoing ‘story’ about the self” which is “the individual’s biological narrative”. Only one, rather coherent version of our story about ourselves can exist at any moment. Over timethe stories change but never can two versions be told at the same time.This interpretation lies underneath the so-called European Union “right to be forgotten” – the right of individuals “to request that his or her data be removed from accessibility via a search engine”. According to the Giddens tradition we have the right to erase unwanted elements from our narration.

Further reading: Anthony Giddens – Modernity and Self-Identity (1991) Erving Goffman – The presentation of Self in everyday life (1959) Paul Ricoeur – Oneself as another (1992)

New online technologies and identity [8-11; 12-14]Having the notions from the “Identity theory” section in mind the concept of online identity nowseems easy to construct: online identities are the answer to the question who we are online. Tounderstand the answers we just need to apply one of the three identity interpretations to theconcept of online identity.Following the first interpretation our online identity would then consist of the information we giveconsciously and give off unconsciously online. According to the second interpretation our onlineidentity then could be seen as that what makes us different online with regard to others and thatwhat is online consistent about us. For EU legislation, therefore, online identities, or digitalidentities, are defined by “identity-as-identification” online. This basically means that our onlineidentity equals our passwords and username combinations or our biometric identifiers or our log-in tokens and certificates rather than us as online persons. In the third interpretation of onlineidentity then we would be the online narration we provide of who we are – our profiles.Unfortunately, the relationship between online presence and identity cannot be summarized byjust applying interpretations of identity to online identities. Digital technologies have complicatedour interpretations of identities per se.Let’s start with the impact of new technologies on the first interpretation of identity asrepresented by Goffman. We still do segregate our audiences to a certain degree – we behavedifferently on Facebook and on LinkedIn and we publish different texts on Twitter and on World ofWarcraft – but in no way a hermetic wall exist separating our audiences. Whereas for Goffman theseparation is complete and truths from one role are not to leak to another role, we have troublesmaintaining this segregation online. Only a few of us consequently use the options available insocial media to target a different audience for each message that we send. Rather we share ourholiday pictures and funny cat videos with friends, families and colleagues alike. Some of us evenconsciously link many or all of our profiles to each other. But even if we would be careful and try tosegregate audiences then Google functions as the great connector, linking us to our online contentfor anyone who cares to search.Because of our online presence also a shift has also taken place in the kind of information weaccidentally give off. Whereas information that was giving off traditionally occurred between twoor more people during a physical get-together, currently our accidentally given off informationmainly consists of our click behaviour that is being interpreted by companies and authoritiesunknown to us by means of algorithms and Big Data (“profiling”). Nonverbal communication hasalmost completely disappeared online. We rather chat or SMS, thereby missing out on theinformation that was traditionally given off.

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Taking the Ricoeur-based interpretation of identities into account, we cannot but notice thesimilarities between our profiles online. Whereas in older social networks like MySpace we couldco-create our profiles in newer social networks such as Facebook an Twitter we are all condemnedto fit in the same template. Therefore, it is very hard to be different (l’ipsete).Next, we have an enormous tendency to conformism online. We all pull the same duckfaces onselfies and many of us show our tanned upper legs near the sea on our holiday pictures. We allshare cute children’s pictures, memes with lolcats and weird news stories.The reason for this conformism could stem from our insecurities. Duval & Wicklund (1972)describe this logic in their Objective Self-Awareness (OSA) theory. According to them we are alwaysshocked when we attentively look in a mirror, because the image of ourselves that we carry in us ispositively distorted. When we look in the mirror and see our actual self we thus are disappointedand insecure. The easiest way out of this negative emotional state is by starting to conform moreto the norm of beauty and being accepted as we perceive it around us. If we are to accept that ourprofiles are mirrors in a way then our online conformism could at least be partially explained.Facebook’s timeline on the other hand erodes our memete. By placing us on a historic timeline itbecomes visible how we change. We change partners, friends, work and our opinion and all this isneatly presented as information elements that make up our identity.In the same fashion Facebook’s timeline challenges the third interpretation of identities – ouridentities as narrations by us on ourselves. Facebook’s timeline shows multiple versions of ourstory at the same time – and this runs counter to our narrative being a unique coherent storyabout us that is told by us to ourselves and to others – a story that exists in one version only. Inaddition, others add their content to our profile so that it is no longer only “by ourselves”.EGE, an advisory organization to the European Commission, comments on this: “Facebook nowallows its members to store a life story and hence structure their entries in a diachronic manner.Memory and forgetting are complementary concepts for personal identity: without someforgetting and the necessary selection process in giving meaning to one’s identity, the creation ofan identity of the self (ipse) becomes more and more dependent on the socially ascribed ‘markers’of identification (idem). As has been stated with respect to the legal initiative of the ‘right to beforgotten’, however, the web seems to ‘never forget’. The ethical question with respect to identityconcepts, then, is how it affects one’s self-relation and social relations alike over time — there aresigns that the impossibility of ‘deleting’ a part of one’s life story from the collective memory of theweb may create an unforgiving culture, either with respect to employment or social forms ofshaming, or with respect to surveillance policies.”But this is not the only challenge in the digital age to the Giddens inspired interpretation. A secondone is the notion from interpretation one that our consciously given information is only a part ofour identity. More powerful is the information that is “given off” on us, either by third parties orunconsciously by ourselves. This was the case in pre-digital times when our body language and ourvoice were important indicators for others of who we are and it is the case now.Research results from neurosciences show us how important our own information “given off”about us is. To fully appreciate this we need to delve a bit into neuroscience theory. TimothyWilson (2002) was one of the first to proclaim that a large part of our identity is made up by whathe calls “the adaptive unconscious”. This unconscious part of us has nothing to do with Freud’sunconscious. Wilson defines the adaptive unconscious as “mental processes that are inaccessibleto consciousness but that influence judgments, feelings or behavior”. It “plays a major executiverole in our mental lives. It gathers information, interprets and evaluates it, and sets goals inmotion, quickly and efficiently.” According to some the unconscious makes up 95% of ourbehaviour.

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The remaining conscious 5% is only “loosely related” to the other 95% and has no access to it. Itcan merely try to rationalize what the other part has decided – as people seem to do in a range ofexperiments. Wilson calls this: “confabulation”. Wilson writes: “we are forced to make educatedguesses about our unconscious dispositions”.The unconscious part of us “is tied to the here-and-now, It reacts quickly to our currentenvironment, skilfully detects patterns, alerts us to any dangers, and sets in motion goal-directedbehaviors. What it cannot do is anticipate what will happen tomorrow, next week, or next year andplan accordingly. Nor can the adaptive unconscious muse about the past and integrate it into acoherent self-narrative. Among the major functions of consciousness are the abilities to anticipate,mentally stimulate, and plan.”Nobel Prize winner Daniel Kahneman (2011) translates Wilson’s unconscious versus conscious intotwo decision-making systems that we humans have. He calls these systems “System 1” thatperforms automatic operations and “System 2” that performs controlled operations. ForKahneman these are two modes of thinking that he labels “fast” versus “slow”.

Leonard Mlodinow (2012) takes the unconscious to the social realm. He sees the unconscious asthe reason why nonverbal communication is so important. Most of human interactions take placeat the unconscious level. Mlodinow: “we ... have a parallel track of nonverbal communication, andthose messages may reveal more than our carefully chosen words and sometimes be at odds withthem. Since much, if not most, of the nonverbal signalling and reading of signals is automatic andperformed outside our conscious awareness and control, through our nonverbal cues weunwittingly communicate a great deal of information about ourselves and our state of mind. Thegestures we make, the position in which we hold our bodies, the expressions we wear on ourfaces, and the nonverbal qualities of our speech – all contribute to how others view us.”Experimental psychologist Joshua Greene (2013) claims that the two realms even create twodifferent sets of morality that he calls “morality fast and slow”.

A third challenge to the Giddens-inspired interpretation of identity comes from Zygmunt Bauman’s“liquid life”. According to him in these times we do not consistently try to build one narration as weused to do. Once we might have tried to create a final image with jigsaw puzzle pieces in hand.Nowadays we also start with jigsaw puzzle pieces in hand but then “you try to find out how youcan order and reorder them to get (how many?) pleasing pictures. You are experimenting withwhat you have. Your problem is ... what are the points that can be reached given the resourcesalready in your possession, and which ones are worthy of your efforts to obtain them.” He adds: “Acohesive, firmly riveted and solidly constructed identity would be a burden, a constraint, alimitation on the freedom to choose. It would portend an incapacity to unlock the door when thenext opportunity knocks.”

The EGE Opinion links to Bauman and speaks about “fluid self”: “Its relevance for ethical reflectionlies in its impact on the traditional concepts of ‘authenticity’ and ‘autonomy’: fluid or hybrididentities may threaten the consistency and continuity that has been considered to be crucial forthe concept of a practical identity, which ultimately relies upon a self that may not only identifywith his or her actions but is also identified by others. Hence, the new possibilities for shapingone’s own identity, constrained only by the features and rules of the programs one uses, makesocial relationships potentially insecure; ethical concepts such as trust, truthfulness or reliabilitymay lose their function to create spheres of belonging — while at the same time enforcingshort-term relationships that can easily be replaced.”

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Further reading: Daniel Kahneman – Thinking, fast and slow (2011) EGE, Opinion 26: Ethics of Information and Communication Technologies (2012) Joshua Greene – Moral tribes (2013) Leonard Mlodinow – Sublimal (2012) Shelly Duval & Robert Wicklund – Objective Self-Awareness (1972) Timothy Wilson – Strangers to ourselves (2002) Zygmunt Bauman – Identity (2004)

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BACKGROUND TO SESSION 2

IntroductionIn this session two main workshop elements are discussed: interactive didactics and prophylactics.

Interactive didacticsIntroductionThe dominant didactics currently implemented at the majority of schools in the European Unionstill is the transmission model, in which a teacher teaches top-down and students try tounderstand what the teacher teaches. The transmission model rests on the assumption thatknowledge is to be transmitted and learnt, that understanding will develop later, and that clarity ofexposition accompanied by rewards for patient reception are the essentials of good teaching”(Black & Wiliam, 1998).After having analyzed the outcomes of a vast body of research education researchers andinnovators Black & Wiliam boldly state that is a “wealth of evidence that this transmission modeldoes not work, even by its own criteria”. According to them “there is little, or no, worthwhilelearning”.Black & Wiliam propose an alternative didactics: a didactics that is interactive rather than top-down: “the commitment must be to teaching through interaction to develop each pupil’s power toincorporate new facts and ideas into his or her understanding.”This kind of didactics is more effective when it comes to the most important curricular point ofreference: the exams results. This, according to Wiliam (2011), holds good for all students butinteractive didactics is “most beneficial for lower-achieving students” and for “students fromdifferent ethnic backgrounds”.Interactive didactics rests on the following premises:

Students are co-responsible for their learning. In order to achieve this co-responsibility students should also be co-responsible for the lessons. The

students’ role should not be limited to “playing a game of “guess what’s in the teacher’s head””(Wiliam, 2011).

No longer is the teaching of the teacher crucial. Teachers are to facilitate effective learningenvironments.

Teachers should clearly express the learning objectives and the criteria for success for each lesson.Students need to know what is expected of them to take their responsibility.

Teachers have to open up more channels of communication with their students. Wiliam (2011)assures us: “When teachers open up the channels of communication with the students, thestudents will use them.”

Teachers no longer postpone their actual checking whether students have understood the lessonsuntil during the exams. Exams grading is a closure of a subject after which no additional learningtakes place, not even by those who failed the exams. Instead, teachers need to permanently checkinteractively whether all individual students understand the lesson’s content. If one or morestudents have lost track of what the lesson is about, the teacher or peers should give moreattention to this student on this subject. Interactivity is the constant sensitivity by a teacher toindividual student learning. The essence of interactive checking is that teachers accept that they donot know what students have learned until they check.

Because teachers allow for a far greater student involvement engagement by all students becomesmore possible.

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Wiliam defines his version of interactive didactics, which he labels Formative Assessment, asfollows: “An assessment functions formatively to the extent that evidence about studentachievement is elicited, interpreted, and used by teachers, learners, or their peers to makedecisions about the next steps in instruction that are likely to be better, or better founded, thanthe decisions they would have made in absence of that evidence.”Formative Assessment didactics are not easy to implement. It will take time and a step-by-stepapproach. Wiliam explains: “When teachers try to change more than two or three things abouttheir teaching at the same time, the typical result is that their teaching deteriorates and they goback to doing what they were doing before. My advice is that each teacher chooses one or two ofthe techniques ... and tries them out in the classroom. If they appear to be effective, then the goalshould be to practice them until they become second nature.”This is why the IDentifEYE workshop does not propose to radically change teacher day-to-dayteaching but rather tries out a few items from a larger menu card of good practices.It is advisable that teachers participating in the IDentifEYE workshop start to create teacherlearning communities (TLCs). We suggest that the IDentifEYE workshop is not treated as a one offexercise but will function as the starting-point for monthly teacher meetings on didactics. In linewith Wiliam’s prescription we advise a group size of eight to twelve teachers. “The idea of the TLCis that each participant comes to the meeting with their personal professional development plan,and gets support of the group in achieving this.”

Good PracticesIn his book Formative Assessment Embedded Wiliam describes quite a few concrete goodpractices. Within the framework of the IDentifEYE pilot workshops European teachers have testedout a selection of them. Below you’ll find the good practices that were evaluated the best:

Diagnostic questionso An important instrument to check whether you are understood in the class room is the

instrument of diagnostic questions. These are “questions that provide a window intostudent’s thinking”. They are not easy to generate but reading Wiliam’s book EmbeddedFormative Assessment (2011) will support you. Rule of thumb for those questions is: “Whatmakes a question useful as a diagnostic question ... is that it must be very unlikely that thestudent gets the correct answer for the wrong reason.” And, the question should beconstructed in such a way that “the incorrect answers should be interpretable.” Theunderlying assumption should be: “it is better to assume that students do not knowsomething when they do than it is to assume they do know something when they don’t.”The best time to ask these questions is “at hinge points in lessons”. These are points “atwhich the teacher checks whether the class is ready to move on”.

o To save time create multiple choice diagnostic question, preferably only with an A and a Banswer. Hand out two colors of Post-Its before the lesson: for instance a blue for A and ayellow for B. Now if the teacher asks a diagnostic question, students are to raise one of thetwo colors. If more than 80% of the students shows the right color, the teacher can moveon. Optionally the teacher could ask a random student why they picked the answer. If thestudents provides the right reasoning the lesson can move on. If less than 80% of thestudents show the right color the teacher should ask a student with the right answer toprovide their reasoning. If the student provides the right reasoning the teacher should askthe students who had another color whether they understand what the first student hadsaid and whether they agree with it. If yes, the teacher can go to the next subject. If not, orif a student with the right color provides a faulty motivation, the teacher knows they shouldstick to the subject still.

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Red/ green Post-Its. Each student receives a red and a green Post-It card. As long as a studentunderstands the lesson they have the green Post-It on top. The moment they lose track they put thered Post-It on top. Since all other students at that moment still have a green Post-It on top all showthat they still understand the lesson. Thus, the teacher can ask any of them to explain to theircolleague showing the red color what the lesson is about at that point. Wiliam explains: ““Thistechnique neatly encapsulates two key components of effective formative assessment –engagement and contingency. If a student is showing ... green, he can be called upon to explain thework to someone else, which requires the student to be monitoring their own learning and,therefore, engaged. And the flow of information from the students about the pace of instructionhelps the teacher make adjustments to better meet the students’ learning needs.”

Random selection. One of the few certainties teachers have in the class room is that always a fewstudents are willing to answer teacher questions. Most often these are time and again the samestudents who show their eagerness to answer a teacher question by raising their hands. Whilethese students and their replies, that are often correct, give the teacher a comfortable feeling thatthey can move on, in reality they only provide a false sense of interactivity. While a part of thestudents is engaged the majority is not. They have lost track but do not show that they have losttrack because they feel that they are not asked anything. This situation seems safe for all involved:the teacher can move on without too much loss of time, the students raising their hands getteacher appreciation and confirm also that they are star students while the students not raisingtheir hands do not have to endure public humiliation that follows not knowing the answer to aquestion. But the students not raising their hands now also reinforce their feeling of being secondgrade students by not answering and not reacting. Both “good” students and “bad” students thusare reinforced in their self-definitions. As was described in the background to session 1 sectiontighter defined identity labels have a negative effect on student ability to learn or to hear feedback.This is a very undesirable effect of only reacting to students who raise their hands. A way to end thissituation is to write all student names down on identical sticks, like from ice creams, and have theteacher draw out one of the sticks when they have a question. At first this is very uncomfortable forall involved. The teacher might find out that a randomly chosen student does not know the answer– which means time loss. A “good” student is not always chosen and therefore has far lessopportunities to shine. Worse even, a “good” student might be selected randomly at the raremoment that they do not know the answer to a question – which means a dent in their self-definition. And “bad” students cannot hide anymore: there is a looming risk that their stick will bedrawn. Nevertheless, it makes sense to start drawing sticks – it challenges student self-definitionsand teacher prejudices and engages all students. After a while this will have a positive effect onexams results.

Further reading: Paul Black & Dylan Wiliam – Inside the black box (1998) Dylan Wiliam – Assessment for learning: why, what and how (2009) Dylan Wiliam – Embedded formative assessment (2011)

ProphylacticsA Positive Education – raising awareness in the teacher-student relationship

The Gdansk Addiction Prevention Centre team’s collaboration with schools and organisations inGdansk led to the conclusion that preventive campaigns should take the young peoples’ needs intoconsideration. Hence, other areas, apart from school activities ought to be taken into account i.e.family issues, the local environment, and online activities. In contrast, the ‘adults know best’

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approach to the campaign should be avoided. The most effective campaigns are, in our opinion, those addressing the subjectivity of the student;giving an opportunity to develop, decide, and participate, as well as raising social awareness andresponsibility in order to enhance social skills within a safe environment. The implementation of these actions is only possible if adults act not only as partners in thedialogue and guides, but also as demanding teachers.One of the recommended methods of implementing the above mentioned schemes, currentlyused at the Gdansk Addiction Prevention Centre and selected schools in Gdansk, is the Project-Based Learning Method.

A GOOD PROJECT ALLOWS YOUTH TO BECOME INVOLVED IN ACTIONS AND SITUATIONSPREVIOUSLY ATTRIBUTED TO ADULTS, THUS GIVING YOUTH A CHANCE TO GAIN SPECIFIC SKILLSNEEDED IN ADULTHOOD.

What is the Project-Based Learning Method?The Project-Based Learning Method is a task or series of tasks with common goals and usingcoherent content designed and coordinated by the educator (teacher, instructor, counsellor),implemented independently by young people. It is flexible, versatile and enables combiningvarious forms of interaction. The stages of implementation of the Project-Based Learning Methodare based on a simple scheme that uses the intuitive logistics processes. The project, seen as aneducational process, gives an opportunity to prepare young people to take on social roles.

This method is derived from didactics and is effectively used in activities aimed at self-development, as well as in prevention and correction of behavioural disorders.

According to Krzysztof Ostaszewski, the Project-Based Learning Method, as a prophylactic factor,carries the basics of positive prevention i.e.: • strengthening the skills and the development of social competences • assuming the existence of protective factors of an individual, within a family as well as externalones• seeking to balance the influence of risk factors (considering their existence but not focusing oneliminating them) • using a positive approach

How to implement the project?The aims of the project are the following: reinforcing protective factors (e.g. developing socialskills, developing interests, building positive relationships and becoming involved in constructiveactivities, emphasising values, etc.), correcting unwanted behaviour. PREVENTIVE FACTORS CONSTITUTE A CERTAIN BUFFER REDUCING THE EFFECT OF RISK FACTORSAND MODIFY (REDUCE) THEIR IMPACT.

The Project-Based Learning Method is interactive!Tobler and Stratton (1997), and Tobler (2000) indicate that the key element of effective preventionprograms are interactive methods: the teacher initiates the process of interaction - creates a taskspecific situation in which a young man discusses, plans, communicates with others, cooperates,verifies the skills, makes decisions, etc.

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The project as a method of social work The project may incorporate a vast array of resources and themes (e.g. a Youth Club prepares

contests for children from the day care centres). The project involves both, people who are in need, and people willing to give (e.g. children take

care of the disabled / young people become volunteers) The project works towards a common goal and develops new goals as well (e.g. through a

collaboration between various organizations) Whole families may be involved in the implementation of the project

Types of projects 1. Group projects: an experience for an entire group.2. Individual projects: a specific experience for a particular child.

Roles in the project1. Adult: coordinator, trainer, project-partner, companion, student, expert, etc.2. Child: partner, guardian, teacher, initiator, coordinator, leader, announcer, planner, buyer, a PRspecialist, etc.

By assuming these roles, every project participant has the opportunity to gain experience andimportant social skills!

Stages of implementation

1. Diagnosis of the current needs of the group What difficulties have the children been facing recently? What are they unable to do? Which of their behaviours are disturbing, destructive? What do they like, what do they refuse to do? What influences them and what does not? What are they keen on? What questions do they ask? What is unknown to them? What do they enjoy? What issues are they currently interested in? What do they do spontaneously? What do they offer, what do they ask for? What surprises you in their behaviour? What are the underlying problems and needs of these "signals"?

2. Long-term diagnosis - key questions What future do you want for your protégés? Who are they going to be in the future? What are the social roles they play in the family, at work, in the community? How do they behave, refer to others, fulfil their duties? How are they perceived by others? What do the children need, to make this vision of the future possible? In what situations children can gain the knowledge, skills and abilities they need? What experiences do they need?

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3. Initiating the project • The adults attitude: faith in children, enthusiasm and commitment• Showing children what may change as a result of initiatives taken by them • It ought to be a real, socially useful activity • Preparation – preliminary steps (distribution of tasks, selecting coordinators, scheduling,

communication methods).• A respected and significant person (educator, volunteer, priest, manager...) gives meaning to an

event, a situation, tells the children what needs to be prepared, asks the children how to do it? (e.g.we want to make a music video, how should it look like and how can we do it?)

• The message should contain an element of uniqueness and mystery • Adults ask the kids for their help• Openness to children’s ideas, affirming their belief that it is a good initiative • Passing the responsibility for the activities and situations on to the children

4. Implementation of activities • Establishing the group’s resources – assessing the strengths of group members and their willingness

to take part in certain activities• Cooperating with the community - checking on whom you can count (the people, institutions and

organizations).• Encouraging the project participants - by supporting, motivating, convincing.• Resolving conflicts (being a negotiator).• Motivating further actions (support new ideas, do not limit the kids!)• Adults supervise the progress, provide assistance (you are important for children)

5. Summary - assessment of the activity effects, conclusions. Summarizing every activity with the children (e.g. What did you manage to do? How do you feel

about it?) Appreciating the group and individual participants Building a positive identity (e.g. I am a person that managed to ...; We are a group that managed

to... .) External presentation of the project results! Talking about future plans

What else you need to know while using the Project-Based Learning Method?Characteristics of a good project:

• Referring to realistic, everyday situations for young people – applying them in practice• An interesting and socially useful purpose• Co-operation and an open approach• Giving freedom to leaders but also motivating less active participants• Supporting participants• Acknowledging the participants’ contribution• Meeting deadlines on every stage of the project• Transparent task assigning,• Developing a good plan, including objectives, working methods, deadlines • Creating space for individual and team work• Involving experts (specialists in various fields),• External presentation of the results of the project

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The SMART analysis – a method of goal setting The SMART analysis helps to set proper and feasible goals, which in turn increases the chance ofachieving them. It requires a thorough analysis and consequently gives the participants a greatdeal of satisfaction, as the results are clearly measurable.

Specific – the goal should be easy to understand and clear, rather than vague and open tointerpretation. Measurable - the goal must be measurable in order to determine whether it has been achieved. Attractive - the goal should be attractive, its achievement should require effort and work, the goalcannot be a routine. Realistic – for a goal to be measurable, it ought to be feasible and realistic for the participants, assuch goals are motivating. Time-related - to achieve the goal it is important to determine the time frame of every stage of theproject.

Unlike a process, the project is carried out once and every project has a definite start and end date(however, it does not mean that these dates cannot be changed - in practice it happens quiteoften).

Benefits of the Project-Based Learning Method Helps the children with behavioural problems. Prepares for carrying out social roles in the society:

o Gaining social skills o Gaining experience in performing social roles.

Children can work within their community and influence it, they can play a GOOD role. The implementation of a project changes the functioning model of the facilities involved. Integration of the community due to common goals and values:

o Reorganising work schemes, a flexible approach, creativity, acknowledging the changingneeds of children, cooperation with the community,

o Changing the traditional role of educators and teachers - towards the role of instructors,animators, partners, mentors, etc.

Difficulties in the Project-Based Learning Method De-motivation - sustaining the dynamics of the project (e.g. poor time management). Loss of individual participants. Routine projects. Deciding on the degree of involvement of adults. Projects as part of the annual work plan.

The 3 principles of working with children and youth 1. Good replaces evil.Focusing children's energy on performing tasks and socially useful activities that build their self-esteem, helps to eliminate behavioural problems..2. Real life.Developing social skills takes place through the tasks carried out in the natural environment of thechild. This contributes to a real change in the relationship of the child and the society.3. Pay It Forward.Children use the competences they have developed for the benefit of others.

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CompetencesEvery project, regardless of its nature, may develop a "package" of competencies and skills such as:

• Interpersonal communication • Co-operation, teamwork • Creativity • Conflict management • Time management • Analysing the actions taken • Gaining allies • Formulating problems• Using different sources of information • Formulating and expressing opinion • Active listening• Group decision-making • Creative thinking • Setting goals • Self-assessment of work • Public presentation

The project may relate to a particular person (protégé) and take into account their individualneeds, deficits, interests and talents.

REMEMBER! The project is just an excuse – it will not replace conscious educational work basedon: • dialogue (individual interviews and group interviews),• VALUES,• building relationships,• setting requirements and giving support, • intervening (e.g. in a situation of violating the norms),• building confidence in young people, appealing to their needs,• conducting daily activities - you can include them in the project as well,• creating a group rapport, etc.

THIS BELONGS TO YOU Examples of activities that use elements of the Project-Based Learning Method: 1. The streetworking program "ULICA" run by the Gdansk Addiction Prevention Centre -www.gcpu.pl 2. Environmental Prevention Society "Mrowisko" - www.mrowisko.org.pl 3. Youth Club Association ‘St. Philip Neri in Ruda Slaska’ - www.nereusz.pl

Prepared by: Radosław Nowak and Andrzej Skorupski - Gdansk Addiction Prevention CentreStudy materials used:Aleksandra Karasowska - "Projekt jako metoda wspierania rozwoju, korygowania zaburzeń izapobiegania zagrożeniom "Dariusz Kowalski - "Metoda projektu w profilaktyce"

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Good practices 8-11How to talk? Lessons based on The Project-Based Learning Method:

Drawing upon the experience of experts working with the youth, I would like to suggest a goodpractice in working with children in the area of communication.The group between the ages of 8 and 11 is known as the younger school age. During this stagechildren experience rapid changes, both in their physical and mental development. Starting andcontinuing education at school is a huge step for children and their parents, as it means changingthe dominant form of activity. What has been dedicated to fun in the previous stage, is now beingincreasingly replaced by learning (at school). The child learns to solve problems, is being evaluated,must meet different requirements and accept responsibilities; hence the two stages differsignificantly. Learning at school places certain requirements upon the child, nevertheless it alsohelps in the mental development (J. Strelau: Podstawy Psychologii. P. 235).

The school-age children’s observations are more accurate than those of preschool age, howeverwith more complex tasks there are still signs of difficulty with the analysis and synthesis of data;therefore it is important to take this notion into account when choosing topics for conversation.Children this age often still live in the 'fairy tale' world, which means that in many cases they arenot able to imagine the implications and consequences of their behaviour. It is not without reasonthat the sincerity of a child is the most brutal and often painful one, especially in peer relations.We often hear statements such as: you are fat, you smell bad, etc., nevertheless there is nointention of harming the listener, it is just a statement of fact. Therefore, it is important to startinteracting at such a young age, so that certain behaviours are not reinforced or embedded andthat adults can begin to model positive attitudes. Before presenting the proposed workingmethods, it is advisable to learn with whom we work with, based on the emotional development,keeping in mind that an 8-year-old is at its beginning, and the 11-year-old is slowly enteringmaturation:

General characteristics of the period In this age, increasingly emotional reactions are accompanied by an intellectual assessment, e.g.the child begins to understand why he/she is getting angry or laughing, develops a skill of self-control of the feelings. Moreover, the manifestation of emotions is more durable. Furthermore, theability of experiencing longer lasting feelings and the disappearance of sudden outbursts of angeris also shaping.

Communication with parents Feelings are still predominantly linked with family life, wherein the mother is traditionallyconsidered to be the person to whom the child is most closely emotionally attached. She is theparent the child spends practically the most efficient time with, the one giving support in theemotional life, and the one who is trying to understand the child.

Contacts with peers A need to live in harmony with a group of peers is growing. The group’s well-being is increasinglyimportant, as well as loyalty, sacrifice, acceptance of the group’s interests and standards. Thegroup members’ opinion starts to play a key role and the process of learning to interact isdeveloping.

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Values The child begins to recognize the values and norms of the group, adheres to the principles andlearns to perform duties within the group.

When it comes to relations with peers it is worth remembering that an 8-year-old has colleaguesand IS a colleague, but an 11-year-old already has friends and IS a friend. During this period theteacher naturally may become an authority and a role model.

The proposed good practice is one of the methods that can be used to start a dialogue and in myopinion has at least two advantages. Firstly, it can stimulate young people to look at themselves and learn skills that in the future mayprove crucial in their professional, personal and social life. Secondly, the ability of conversation / dialogue acquired at an early age would result in greater liferesourcefulness in conflict situations, and thus may lead to a potential reduction of stress andfrustration. The preventive approach should result in a reduction of risk factors that could cause,for example, a will to try psychoactive substances.

While deciding to initiate the dialogue and to use the proposed good practice, you may use theprophylactic approach based on the Project-Based Learning Method, which draws from personalexperiences of professionals who work with youth on a daily basis.

The proposed stages of implementation and preparation:

1. Diagnosis of the groups’ current needsIf you decide to diagnose the current needs of the group, try to answer a few questions, which area mini-diagnosis of the group you work with. While looking for an answer, use individualinterviews, group discussions, observation and suggestions from other people you work with.The questions and the diagnosed areas are the same for all children between the ages of 8 and11.Examples of areas to be checked may include (keeping to the topic of Dialogue):

What are the difficulties young people lately experience? What are they not able to do? What seems to be disturbing, destructive about their behaviour? What works and what does not work? What kind of activities do they willingly take part in? What questions do they ask? What are they not aware of and do not understand? What issues are they currently interested in? What do they do spontaneously? What are they proposing, what do they ask for? What surprises you in their behaviour? What are the underlying problems and needs of these "signals"?

2. Long-term diagnosis: key questionsWhen thinking about prevention, consider whether it is worth to ask yourself a few questions e.g.:What do your mentees need to learn? What skills should they acquire? Who are they supposed to

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be in the future? When looking ahead at working with young people during a three year period ofmiddle school, one might begin the "process of change", nevertheless it is worth rememberingthat such a process needs to be monitored and watched over.Questions and areas to check in the diagnosis are the same for all children between 8 and 11years old.

Examples of questions that can help in thinking about the long-term operation ought to include: What kind of future do you want for your mentees? Who are they going to be in a few years’ time? What are the social roles they play in the family, at work, in their community? How do they behave, relate to others, cope with their responsibilities? How are they perceived by others? What do the children need, to make this vision of the future possible? In what situations can the children gain the knowledge, the skills and competencies they need? What experience do they need?

3. InitiationAfter answering the above mentioned questions and deciding to start a project in this form, youinitiate a phase during which, together with the children, you define the subject matter, e.g.: Howto talk to each other? What is dialogue? How to be a friend / colleague? (the theme is the result ofa mini – diagnosis). It is worth to save enough time for conversations and discussions, so thateveryone can speak and understand the topic/issue you will deal with.

Do not rush. The more time you spend on the discussion, the less resistance due to ignorance andreluctance there will be later. Give the youth initiative, do not impose your ideas, resolve only tomaking suggestions. Assume that there are no bad solutions, they only need to be checked andpossibly changed, and the decision is to be made by the whole group.At this stage it is necessary to pay attention to the age, the possibility of perception and theunderstanding of the topics to be covered by the children, as well as to remember the keydifferences between 8-year-olds and 11-year-olds.

At this stage, the following issues are worth emphasising: • The attitude of an adult: faith in children, enthusiasm and commitment • Showing the youth, what may change as a result of initiatives taken by them• It must be a real, socially useful activity• Preparation – setting specific stages (task delegation, the appearance of coordinators, scheduling,

communication methods) • A respected and significant person (educator, volunteer, priest, manager...) gives meaning to an

event, a situation, tells the children what needs to be prepared, asks the children how to do it? (e.g.we want to make a music video, how should it look like and how can we do it?)

• The message should contain an element of uniqueness and mystery• Openness to children’s ideas, affirming their belief that it is a good initiative• Passing the responsibility for the activities and situations on to the children

4. ImplementationIt is worth remembering to be a wise adult. Contrary to the stereotypical opinion, there are fewpeople on whom the youth can rely on and be understood. It is a developmental period in whichthe teacher can quickly become an authority and an example to follow. Consequently, it is a big

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responsibility, nevertheless it is worth to accept it, as the child can build the capacity andconfidence which is useful in later stages of development. This stage requires:

• Assessing the children and their abilities - check who can do what and if they want to do it• Cooperating with the community - on whom can you count - the people?, institutions and

organizations?• Reassuring the project participants - supporting, motivating, convincing• Resolving conflicts - be a negotiator• Motivating further activities - supporting new ideas, encouraging• Supervising and providing assistance - you are important for children

5. Summary - evaluation and conclusionsDuring this stage the activity is summarised and the ability to reflect on the previous experiences(which is a particularly important social skill) is being learned. This stage can also be the momentto start a new topic with the children.

Summary of every activity/conversation with children: "What did we manage to do?", "How do youfeel about the things we did?"

Appreciation of the group and individual participants Building a positive identity: "You are the person who ...", "We are a group that ..." External presentation of the results! A discussion about plans “ What plans have you got for the future?”

The proposed good practice is developed as a combination of assumptions and methods regardingeducation and prevention, in cooperation with the project partners: Beata Staszyńska - CitizenProject Foundation and Onno Hansen - Ezzev Foundation.

In the initiating stage, as well as during the implementation, an adult ought to consider adoptingan attitude, which at the very beginning of the project takes two key assumptions intoconsideration:1. "Think of yourself as a tool" - this applies to the teacher’s self - improvement – tools need to beimproved, therefore it is advisable to develop and educate oneself, to improve professional skills aswell as skills useful when working with young people. This assumption can also have anotheraspect: if one can convince young people to follow this approach at an early age, they will learnthe value and power of self-development.2. "I'm part of the problem" – this approach ought to facilitate the work and cause morecredibility of an adult in relationship with youth. This is a difficult approach to one’s work, becauseit is assumed that in most problematic situations related to the student, the teacher can have theirdistinct contribution - not necessarily positive. Consequently, if a student does not understand thetopic of a lesson, before giving a grade, the teacher analyses what has been done and what hasnot been done in order for the student to make progress.

It is vital to keep in mind the 3 principles of working with children and youth 1. Good replaces evil.Focusing children's energy on performing tasks and socially useful activities that build their self-esteem helps to eliminate behavioural problems..2. Real life.Developing social skills takes place through the tasks carried out in the natural environment of thechild. This contributes to a real change in the relationship of the child with the society.3. Pay It Forward.

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Children use the competences they have developed for the benefit of others.

To conclude, I would like to draw attention to a few issues, the inclusion of which had a beneficial effect onworking with children.

1. Create a ritual - make sure you save enough time to talk individually with the pupils, and for adiscussion with the whole group about the difficulties, needs and ideas (it can be once a month, butit must be clearly defined, e.g. during the first lesson of the month) - kids love rituals, secrets,uniqueness.

2. Jointly create a list of topics for discussion that are important for the children and talk them overduring the school year - let the children prepare the meeting and give them a possibility to inviteguests, teachers, parents (not only does the inclusion of parents have a beneficial effect on thechildren’s self – confidence, but it also enables parents to become more easily and closelyinvolved in other school activities).

3. Media literacy - using the skills of the participants and becoming familiarised with the onlineworld - the Internet and the media can be of help, as they allow for a better understanding of thechildren’s needs and their online identity (and also allows for self-education along the way).

The above described group is very specific, not only because of the age, but also because it is thefirst generation that was born when the Internet was already widespread. Hence, it is somethingordinary and natural for them, just one of the tools to use, to have fun with, and to learn from.They do not really see it as a risk the adults talk about. The online reality is also a place wherechildren spend a lot of time and where, just as in the "real world", the same communication skills,and the ability of maintaining a dialogue are needed.

Good practices 12-14Dialogue lessons based on The Project-Based Learning Method:

Drawing upon the experience of experts working with the youth, I would like to suggest a goodpractice in working with young people in the area of communication. The time of adolescence, andthus the period of learning in middle school is a special time for learning the skill of dialogue,which both the youth and adults simply lack. Each of these age groups has its own explanation forthis situation - both worth listening to and reflecting on.

Young people usually believe that most adults do not understand them or are just plain stupid,while adults say that young people are arrogant (‘we were not like them’), and that it is all becauseof the Internet which is dangerous (at least there is an excuse) or the school system which set upmiddle schools and thus isolated a very specific and demanding period of development (both foryoung people and their caregivers).During this period the parent is often at a loss, and, motivated by love or helplessness, beginsseeking for help, reading guides, self-educating, in order to understand the child. In turn, a teacherneither willing to understand the child nor to improve his teaching skills, gets angry or maybecome burned-out, which often results in mutual frustration and lack of any benefits on bothsides (adult / youth).

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It is worth remembering that children this age are self-centred and experience the world, school,and family issues from their subjective point of view. The questions that they ask are not easy andcould on occasion be waking fear, e.g.: Who am I?, Who am I going to become?, Who am I toothers?, How do others see me?, Who do I want to be? etc. The proposed good practice is one of the methods that can be used to start a dialogue and in myopinion has at least two advantages. Firstly, it can stimulate young people to look at themselves and learn skills that may prove crucial intheir professional, personal and social life. Secondly, a skilful and clever introduction to the themeby an adult / teacher can promote dialogue between teachers and children. Later on, the childrenmay use this experience when encountering other adults.

While deciding to initiate the dialogue and to use the proposed good practice, you may use theprophylactic approach based on the Project-Based Learning Method, which draws from personalexperiences of professionals who work with youth on a daily basis.

Suggested stages of implementation and preparation:

6. A diagnosis of the groups’ current needsIf you decide to diagnose the current needs of the group, try to answer a few questions, which area mini-diagnosis of the group you work with. While looking for an answer, use individualinterviews, group discussions, observation and suggestions from other people you work with.Examples of areas to be checked may include (keeping to the topic of Dialogue):

What are the difficulties young people lately experience? What are they not able to do? What seems to be disturbing, destructive about their behaviour? What works and what does not work? What kind of activities do they willingly take part in? What questions do they ask? What are they not aware of and do not understand? What issues are they currently interested in? What do they do spontaneously? What are they suggesting, what do they ask for? What surprises you in their behaviour? What are the underlying problems and needs of these "signals"?

7. Long-term diagnosis: key questionsWhen thinking about prevention, consider whether it is worth to ask yourself a few questions e.g.:What do your mentees need to learn? What skills should they acquire? Who are they supposed tobe in the future? When looking ahead at working with young people during a three year period ofmiddle school, one might begin the "process of change", nevertheless it is worth rememberingthat the process needs to be monitored and watched over.

Examples of questions that can help in thinking about the long-term operation ought to include: What kind of future do you want for your mentees? Who are they going to be in a few years’ time? What are the social roles they play in the family, at work, in their community? How do they behave, relate to others, fulfil their responsibilities? How are they perceived by others?

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What do the children need to make this vision of the future possible? In what situations can the children gain the knowledge, the skills and competencies they need? What experience do they need?

8. InitiationAfter answering the above mentioned questions and deciding to start a project in this form, youinitiate a phase during which, together with the children, you define the subject matter, e.g.: Howto talk to each other? What is dialogue? How to be a friend / colleague? (the theme is the result ofa mini – diagnosis). It is worth to save enough time for conversations and discussions, so thateveryone can speak and understand the topic/issue you will deal with.

Do not rush. The more time you spend on the discussion, the less resistance due to ignorance andreluctance there will be later. Give the youth initiative, do not impose your ideas, resolve only tomaking suggestions. Assume that there are no bad solutions, they only need to be checked andpossibly changed, and the decision is to be made by the whole group.

At this stage, the following issues are worth emphasising: The attitude of an adult: faith in children, enthusiasm and commitment Showing the youth, what may change as a result of initiatives taken by them It must be a real, socially useful activity Preparation – setting up specific stages (task delegation, the appearance of coordinators,

scheduling, communication methods) A respected and significant person (educator, volunteer, priest, manager...) gives meaning to an

event, a situation, tells the children what needs to be prepared, asks the children how to do it? (e.g.we want to make a music video, how should it look like and how can we do it?)

The message, which contains an element of uniqueness and mystery Openness to ideas of young people to affirm their belief that it's a good initiative Giving young people responsibility for the activities, situations...

9. ImplementationIt is worth remembering to be a wise adult. Contrary to the stereotypical opinion, there are fewpeople on whom the youth can rely on and be understood. It is a developmental period in whichthe teacher can quickly become an authority and an example to follow. Consequently, it is a bigresponsibility, nevertheless it is worth to accept it, as the child can build the capacity andconfidence which is useful in later stages of development. This stage requires:

Assessing the children and their abilities - check who can do what and if they want to do it Cooperating with the community - on whom can you count - the people?, institutions and

organizations? Reassuring the project participants - supporting, motivating, convincing Resolving conflicts - be a negotiator Motivating further activities - supporting new ideas, encouraging Supervising and providing assistance – remember that you are important for children

10. Summary - evaluation and conclusionsDuring this stage the activity is summarised and the ability to reflect on the previous experiences(which is a particularly important social skill) is being learned. This stage can also be the momentto start a new topic with the children.

92

Summary of every activity/conversation with children: "What did we manage to do?", "How do youfeel about the things we did?"

Appreciation of the group and individual participants Building a positive identity: "You are the person who ...", "We are a group that ..." External presentation of the results! A discussion about plans: “What plans have you got for the future?”

The proposed good practice is developed as a combination of assumptions and methods regardingeducation and prevention, in cooperation with the project partners: Beata Staszyńska - CitizenProject Foundation and Onno Hansen - Ezzev Foundation.

In the initiating stage, as well as during the implementation, an adult ought to consider adoptingan attitude, which at the very beginning of the project takes two key assumptions intoconsideration:1. "Think of yourself as a tool" - this applies to the teacher’s self – improvement. Having in mindthat tools need to be improved, it is advisable to develop and educate oneself, to improveprofessional skills as well as skills useful when working with young people. This assumption canalso have another aspect: if one can convince young people to follow this approach at an early age,they will learn the value and power of self-development.2. "I'm part of the problem" – this approach ought to facilitate the work and cause morecredibility of an adult in relationship with youth. This is a difficult approach to one’s work, becauseit is assumed that in most problematic situations related to the student, the teacher can have theirdistinct contribution - not necessarily positive. Consequently, if a student does not understand thetopic of a lesson, before giving a grade, the teacher analyses what has been done and what hasnot been done in order for the student to make progress.

It is vital to keep in mind the 3 principles of working with children and youth 1. Good replaces evil.Focusing children's energy on performing tasks and socially useful activities that build their self-esteem helps to eliminate behavioural problems..2. Real life.Developing social skills takes place through the tasks carried out in the natural environment of thechild. This contributes to a real change in the relationship of the child and the society.3. Pay It Forward.Children use the competences they have developed for the benefit of others.

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BACKGROUND TO SESSION 3

IntroductionIn session three new technologies are discussed: educational technologies and Augmented Reality. In addition you’ll focus on how teachers could create an Augmented Reality game themselves.

Educational technologies [8-11; 12-14]Educational technology, also known as instructional technology, information and communication technology (ICT) in education, EdTech, and learning technology, is "the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources." (Richey, 2008)

Approaches

There are three prominent approaches towards educational technology. The distinction is made bythe channels utilized for the delivery of the learning result. More in particular the basic distinctions made with regards to the educational technology types are the following:

Figure 1: Educational technologies (ICT) approaches

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Hardware ApproachThe hardware approach focuses on the technical/physical medium through which learning results can be achieved. The particular approach is product oriented and focuses on the development of learning machines i.e. audio-visual aid material such as computers, sophisticated gadgets etc.

Figure 2: Example of a pre-school learning machine

Software ApproachThis approach focuses on the didactics and learning methods with which learning results can be obtained. The cornerstones of the software approach are behavioural sciences and psychology. Emphasis is given to the ways in which students learn. The advantage of this approach is that a vastvariety of typical and non-typical learning tools can be used by the educator in the learning procedure as long as they are utilized in the proper educational framework.

System Approach The system approach is a relatively new approach that focuses on the learning process in a more systemic and integrated context. This approach considers the overall school environment as a system. The classrooms, faculty, student groups etc. are considered sub-units of this system. This system approach focuses on:

Identifying and stating the goals to be achieved; Identifying the processes, methods, techniques and strategies that may be most relevant to

achieving the predetermined goals; Building up theoretical foundation justifying the relevance of these processes to achieving the

goals; Determining specific interactions visualized existing among various other components of inputs; Specifying the various kinds of controls needed in the total system at different points; and Keeping the whole in mind all the time while preparing the model or the system.

It acts as a link between hardware and software approach. It is also known as 'Management Technology'. It has brought to educational management a scientific approach for solving educational administrative problems.

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It is essentially a new management approach, influencing management decisions in business, industry and education. Education is regarded as a system while the system approach is a systematic way of designing an effective and economical educational system.The IDentifEYE project addresses the development of the appropriate software that acts in accordance with hardware (Software and Hardware approach) and examines how the project results can be integrated in school systems (System approach).

Current Trends

According to 2013 survey results from the 2013 Speak-Up Survey from the project Tomorrow, which CEO Julie Evans revealed at the FETC 2014 conference the following trends were considered to have the most significant impact on the school classrooms for the aforementioned year in the United States schools. Personal Access to Mobile Devices: Mobile devices have already become an integral part of our everyday and social lives even. Educational approaches need to be organic and adaptable. Mobile devices when introduced into the curriculum properly can provide powerful learning results. According to this research: Sixty percent of students are using mobile devices for anytime research,43 percent for educational games and 40 percent for collaboration with their peers. Thirty-three percent of the students surveyed use mobile devices for reminders and alerts related to their academic lives, 24 percent for taking photos of their assignments, and 18 percent for in-class polling.Surprisingly, said Evans, 12 percent of the students responding said they use mobile devices to textquestions to their instructors while in the classroom.

Internet Connectivity: Connection to the World Wide Web is a fundamental right in some countries. Internet connection is already an essential part of many school curriculums and most of students use the Internet for everyday homework. Use of Video for Classwork and Homework: Learning tools that use audio visual have the power to convey large amounts of information to learners in a way that is both fast and effective. That particular trend has been in use for several years now; the only new tool introduced is new devices(mostly portable). Social Media in Schools: More and more schools had adopted social media and Web 2.0 tools in general (blogs, wikis, social networks, etc.). An increased Interest in Online Learning: Learning management systems like Moodle are on the rise not only in informal contexts but also in formal contexts such as universities and schools. Their use is expected to be established even more. Using Different Tools for Different Tasks: Rather than using one or even a few platforms for various tasks, students are increasingly savvy about taking advantage of the benefits of the tools available. “We find them using video, social media and cell phones for communications; they use e-readers for reading texts and articles; they write, take notes and do research on laptops. But,” she paused, “where does that leave tablets?” According to Evans, tablets were the second or third choice device for completing many of the academic tasks students are faced with. “They like the devices,” she noted, “but they are more focused on using the right tool for the task at hand,” and many times tablets don’t seem to fit.Paying Attention to the Digital Footprint: Digital footprint was a new research area for the 2013 survey and, according to Evans, showed some interesting results. Sixty-four percent of high school students responding admitted to being careful about the things they post online; 39 percent said

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they advise friends about the content they post, with 32 percent saying they stopped interacting with friends who post inappropriate content online. Finally, 44 percent of high school students saidthey believe a positive digital profile is an important part of their future.Gaming is Growing, and the Gender Gap is Closed: This year’s results showed 60 percent of students using laptops as a gaming device. Cell phones and game consoles tied with 54 percent use, while tablets clocked in at 44 percent.Of particular note is students’ interest in taking gaming technology and applying it to learning difficult concepts, as well as their interest in using games as a way to explore career opportunities. Evans also noted no gender difference in students’ interest in games, with younger girls actually showing more gaming activity than their male counterparts. What Devices Belong in 'The Ultimate School?': The final piece of data Evans shared focused on students’ ranking of the relative importance of devices in their classroom experience. Fifty-six percent of students said laptops were most important; 51 percent chose digital readers; and 48 percent selected tablets.

As for the current ICT trends in European schools, they share similar orientations, but the focus is given more on:

Students’ soft skills development (communication, leadership etc.); Acquisition of key competences by the students; Focusing on teacher training.

Emerging trends

The pace of change and development in education has picked up substantially in recent years – largely because of the key role ICT is increasingly playing in both teaching and learning. To think that only a few years ago we lived in a world with no social networks – today these constitute a vital part of our, and even more, our youngsters’ lives. One can hardly imagine a student unable to use a computer when they leave school. This is why predicting what the trends in European education will be in the coming years is almost impossible.Cloud computing: However, there are some obvious developments, such as the latest phrase du jour: cloud computing. With applications increasingly moving from your desktop computer to the internet, cloud computing represent a revolution in how IT services are delivered. It allows users toscale and virtualize resources over the Internet, carrying immense implications for the education sector, in particular as it is likely to dramatically reduce costs for institutions such as schools. Gaming: Gaming is probably a surprising area to include, however games – or rather so called serious games or educational games, if done right, can become a powerful tool to get groups to work together, increase social interaction and civic engagement among youth. Gaming also allows learners to "fail to success". This concept of failing forward allows learners to test their limits in a safe environment. In addition, gaming increases muscle memory, or the rehearsal necessary to solidify correct behaviour. Finally, gaming increases an internal and external competitive spirit related to learning opportunities.Mobile devices: New advances in hardware and software are making mobile “smart phones” indispensible tools – in schools as much as elsewhere. Just as cell phones have leapfrogged fixed line technology in the telecommunications industry, it is likely that mobile devices with internet access and computing capabilities will become a valuable tool along with the personal computers as the information appliance of choice in the classroom.

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One-to-one computing: One-to-one computing describes a notion that every child should be givena computer or a device that would allow them to have universal access to technology. One-to-one computing will give the student access to knowledge anytime anywhere and it gives the teacher the possibility to personalize the learning to suit the single student’s learning style. Also some of the benefits associated with this notion include increasing student achievement and engagement. However, it is particularly important to development of the workforce of the future. An example of this trend is the one laptop per student initiative: http://one.laptop.org/ Emergence of free online courses and the move towards providing credits and credentials for them: If one pays even the slightest bit of attention to the education media, it’s impossible to miss the recent mention of MOOCs (“Massively Open Online Courses”) in one article after another. Of course, MOOCs are just one option for learning – not all free courses are MOOCs (and not all MOOCs are free). A particularly intriguing aspect of this discussion is the move to provide formal credits or credentials for these courses, which seems to be picking up traction. Student Response Systems (SRS), polling apps, and other synchronous tools to increase interaction and engagement in both online courses and ground courses: Smartphones and tabletscan work as SRS tools, and a history of responses can provide learning analytics that help teachers focus on which topics need the most reinforcement (an idea that also happens to go hand in hand with the flipped classroom). SRS’s have been around for years and they have been gradually gaining popularity as a classroom tool, but what seems to be ‘emerging’ about the concept is the move towards using more common, less proprietary devices to access these classroom interactivityand assessment apps, and the growing number of innovative applications like Lecture Tools and LearningCatalytics.OER (Open Educational Resources): While OER has not necessarily seen the increases in popularityand adoption over the last year that some of the technology-based ideas above have, it continues to hold tremendous potential, and only more so as the quality and quantity of offerings continue to improve. OER is a transformational idea that can play an important role in changing the nature, availability, and costs of educational materials, content, and tools. Learning Analytics: Yet another technology that has really begun to gain momentum over the last year or so, and is clearly focused on enhancing learning outcomes by leveraging data. Learning Analytics may only be emerging from its infancy, but the growing number of institutions and organizations working to deliver and leverage the concept positions it as one of the top technologies that can help to deliver on the promise of increasing the efficiency and effectiveness of instruction through the thoughtful and informed application of information technologies.All in all, it seems that one of the few things that can be said for sure is that ICT is more critical to education now than ever before and likely to increase in its importance. Today, computers, software and the internet aren’t simply part of the educational process, they are embedded in it. With the emergence of increasingly robust connectivity infrastructure and cheaper computers, school systems around the world are developing the ability to provide learning opportunities to students “anytime, anywhere”. ICT has already transformed how we access information and that has in turn transformed the skills our educated people require.

Web 2.0

Definition: Web 2.0 is the network as platform, spanning all connected devices; Web 2.0 applications are those that make the most of the intrinsic advantages of that platform: delivering software as a continually-updated service that gets better the more people use it, consuming and remixing data from multiple sources, including individual users, while providing their own data and

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services in a form that allows remixing by others, creating network effects through an “architectureof participation,” and going beyond the page metaphor of Web 1.0 to deliver rich user experiences.(O’ Reilly T., 2005)

Figure 3: Web 2.0 Meme Map

Figure 4: Web 2.0 - Key points

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Web 2.0 toolsWeb 2.0 consists of a set of certain technologies. There are more categories (e.g. virtual worlds) than that are explained below but, the following were chosen as they facilitate the needs of the target group.

Blogs: The term web-log, or blog, was coined by Jorn Barger in 1997 and refers to a simple webpage consisting of brief paragraphs of opinion, information, personal diary entries, or links, called posts, arranged chronologically with the most recent first, in the style of an online journal (Doctorow et al., 2002).Wikis: A wiki is a webpage or set of webpages that can be easily edited by anyone who is allowed access (Ebersbach et al., 2006). Wikipedia’s popular success has meant that the concept of the wiki, as a collaborative tool that facilitates the production of a group work, is widely understood. Tagging and social bookmarking applications: Social bookmarking systems share a number of common features (Millen et al., 2005): They allow users to create lists of ‘bookmarks’ or ‘favourites’, to store these centrally on a remote service (rather than within the client browser) and to share them with other users of the system (the ‘social’ aspect). Multimedia sharing: One of the biggest growth areas has been amongst services that facilitate the storage and sharing of multimedia content. Well known examples include YouTube (video) Flickr (photographs) and Odeo (podcasts).Audio blogging and podcasting: Podcasts are audio recordings, usually in MP3 format, of talks, interviews and lectures, which can be played either on a desktop computer or on a wide range of handheld MP3 devices.Social networks: Professional and social networking sites that facilitate meeting people, finding like minds, sharing content—uses ideas from harnessing the power of the crowd, network effect and individual production/user generated content.Collaboration services: Collaborative, Web-based project and work group productivity tools whichuse architecture of participation.Office-like applications: Web-based desktop application/document tools. Replicate desktop applications. They are continually renewed based on technological developments. Aggregation services: Gather information from diverse sources across the Web and publish in one place. Includes news and RSS feed aggregators and tools that create a single webpage with all your feeds and email in one place— uses ideas from individual production/user generated content.

Why implement Web 2.0 toolsWeb 2.0 tools are ideal for enhancing the so-called 21st century skills (i.e. the necessary skillset thata today’s student), since:

They support collaboration across time and space; They are easily accessible and easy to use; Many people already have a comfort level using them; They are low-cost (sometimes even free); They do not require much IT support; They have very little “downtime”; Because they are inexpensive and easy to use, there is little risk in trying them.

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The table below illustrates the 21st century skills and what Web 2.0 tools can be utilized to develop these skills.

Table 1: 21st century skills and supportive toolsTypes of skills 21st cent. Skills Supporting Web 2.0 tools

Learning Skills Critical ThinkingCreative ThinkingCollaboratingCommunicating

Blogs Wikis Tagging and social

bookmarking applications

Multimedia sharing Collaboration &

Communication services

Aggregation servicesLiteracy Skills Information Literacy

Media LiteracyTechnology Literacy

Blogs Wikis Tagging and social

bookmarking applications

Multimedia sharing Collaboration &

Communication services

Office-like applications Aggregation services

Life Skills FlexibilityInitiativeSocial SkillsProductivityLeadership

Wikis Tagging and social

bookmarking applications

Multimedia sharing Audio blogging and

podcasting Social networks Collaboration &

Communication services

Aggregation services

Good practicesWEB 2.0 TOOLS TOOLS & SUGGESTED USE

Blogs • Blogger: Professional e-portfolio www.blogger.com• Wordpress: Professional e-portfolio www.wordpress.org

Wikis • Wikipedia: Info management and sharing www.wikipedia.org

Tagging and social bookmarking applications

• Delicious: Info management and sharing www.delicious.com • Diigo: Info management and sharing www.diigo.com

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Social networks

• LinkedIn: Personal and professional networks www.linkedin.com • Instagram: Personal and professional networks

www.instagram.com• Twitter: Personal and professional networks www.twitter.com • Google+: Personal and professional networks

www.plus.google.com

Multimedia sharing

• Edmodo: Info management and sharing www.edmodo.com• Fotobabble: Communication skills development

www.fotobabble.com • Vimeo: Info management and sharing www.vimeo.com

Audio blogging and podcasting

• AudioBoo: Communication skills development www.audioboo.fm• iPadio: Communication skills development www.ipadio.com

Collaboration & Communication services

• Google Docs: Effective collaboration www.drive.google.com • Google Drive: Effective collaboration www.drive.google.com • Dropbox: Effective collaboration www.dropbox.com • YouTube: Info management and sharing www.youtube.com• Clilstore: Communication without barriers www.multidict.net• Skype: Communication without barriers www.skype.com• WhatsApp: Communication without barriers www.whatsapp.com

Aggregation services

• Khan Academy: Info management and sharing www.khanacademy.org

• Google Maps: Info management and sharing www.google.com/maps

• Scoop.it: Info management and sharing www.scoop.it• Paper.li: Info management and sharing www.paper.li• Google Alerts: Info management and sharing

www.google.com/alerts

Office-like applications

• Mind24: Engaging presentations www.mind24.com • Prezi: Engaging presentations www.prezi.com • Screenr: Engaging presentations www.screenr.com • Slideshare: Engaging presentations www.slideshare.net • GoAnimate: Engaging presentations www.goanimate.com

Reflection tools• IDentifEYE AR game: Serous game 8-11: http://identifeye.ezzev.eu/ 12-14: http://id -eye2 .ezzev.eu/

Impact on teacher’s profession

Subject matter and didactic knowledge is not enough; teachers must have supervisory and guidance skills as well. The ability to work in a team, to organize and to plan is important. It will become increasingly taken for granted that teachers have basic ICT skills.

Competences and skills The teacher in this scenario is a tutor who facilitates the learning process of the group and the individual students, employing all her/his creativity.

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Pedagogical knowledge and skills and subject knowledge in a broad field are expected of teachers. They become ‘educational designers’, preparing not lessons but projects. This makes planning and coordination skills important. These projects cross the customary boundaries between disciplines and subjects which necessitates intensive cooperation between teachers. Consultation with colleagues from the same and other schools is important in preparing and implementing projects.Subject specializations and specific teaching skills are utilized in implementing particular methods of working. The roles of instructor, trainer, coach, etc., are important in this scenario too. In addition teachers are adept at prompting and holding discussions with students about meaningful questions. Internet plays an important role in communication between teachers. Ideas are presented and discussed. In this way teachers have access to the ideas and materials of others, a source of inspiration for lessons and projects.

Figure 5: The portrait of the networked teacher

Playing the Augmented Reality game [8-11; 12-14]Definition: Augmented Reality (AR) consists of a real-time video stream generated by a camera to which digital elements are added that appear in reaction to a predefined trigger.

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Augmented Reality as a technology is not new. During the twentieth century AR components were conceived from the nineteen fifties onwards. In the nineteen sixties and seventies the first AR applications appeared while in the nineteen nineties the term “Augmented Reality” was coined. But it was only from 2009 that it slowly started to take off as a mass consumption technology. Despite large-scale implementations by for instance IKEA and McDonald’s the technology has remained a fringe technology in the consumer market.In education AR is being used to stimulate interest in our surroundings by adding digital information to physical objects – as seen on our smartphone screen, tablet screen or computer screen - by means of digital Post-It-like labels. This digital information can refer to objects that are registered on our screens such as mountains. The digital information concerns for instance the name of the mountain or its height. The digital information can also refer to objects that are invisible on our screen because they are blocked by other objects – for instance metro stations thatare a few blocks away – or that were once here in another era.This use of AR in education is being popularized by teachers in the United States but also in Europeand beyond.

The Augmented Reality game [8-11]The IDentifEYE AR game is to evoke interest in our online identities. The game stimulates the emerging relationship between our online data sharing and our online identities.“Emergence” is a specific kind of causal relationship between two processes (one process leading logically to the other), in this case between online data sharing and online identities. The relationship is causal but the concrete causality cannot be established. It is impossible to pinpoint how the causality exactly works.Think of emergence in the following way. If you would be reading the rules of a game to play you can try to imagine how it would be to play this game. Nevertheless, you will never succeed in predicting how it is to play the game. The experience of playing is always different than imagined before. Although the experience of playing the game is evoked by following the rules of the game it cannot be logically derived from these rules.The AR game also is a kind of emergent. Visual digital elements (augmentations) appear as a response to answers given in the game. These visual elements together build the representation ofour online identity that emerges from the game answers on data sharing. Still, the direct relationship between the answers and the augmentations is not clear. This lack of clarity is to reflect the lack of clarity in the online identity building process and is to evoke questions and reflections.

The Augmented Reality game [12-14]The IDentifEYE AR game is to evoke interest in our online identities. The game stimulates the emerging relationship between didactics that are employed by the teacher and the atmosphere in the class room.“Emergence” is a specific kind of causal relationship between two processes (one process leading logically to the other), in this case between didactics and class room atmosphere. The relationship is causal but the concrete causality cannot be established. It is impossible to pinpoint how the exactly causality works.Think of emergence in the following way. If you would be reading the rules of a game to play you can try to imagine how it would be to play this game. Nevertheless, you will never succeed in predicting how it is to play the game. The experience of playing is always different than imagined before.

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Although the experience of playing the game is evoked by following the rules of the game it cannotbe logically derived from these rules.The AR game also is a kind of emergent. Visual digital elements (augmentations) appear as a response to answers given in the game. These visual elements together build the representation ofour online identity that emerges from the game answers on data sharing. Still, the direct relationship between the answers and the augmentations is not clear. This lack of clarity is to reflect the lack of clarity in way the atmosphere in the class room is trigged by the didactics chosenby the teacher and is to evoke questions and reflections.

Creating an AR game

DisclaimerIn order to create their own game teachers must get into contact with the project partners – contact Mr. Onno Hansen: onno.hansen@gmail.com. Teachers need to order a copy of the game and install this copy on their own server – or request that it will be hosted by IDentifEYE. Unfortunately the creation of a copy and the optional hosting are not free. For the actual conditions and terms of use, please check out our site.The copy of the game consists of a CMS that links directly to the IDentifEYE game engine. In the CMS teachers can add, edit and delete questions, answer options, augmentations, texts, sounds and static pages and blocks – in up to four different languages simultaneously. Optionally the gameinterface can be personalized, again for a fee.

IntroductionIn order to create one’s own game one need to understand the essence of the game. It is a multiple choice questionnaire in which the game immediately reacts to the individual answers given. In the game there are no scores or levels. It is not about winning or losing. Rather it providesan experience.The game is a great tool to:

Start a conversation on a “hard” subject; Trigger understanding of an abstract subject; Change the tone of an ongoing discussion.

STEP ONE: Establish a themeBefore one does anything else one needs to choose a subject for the game:

A concrete “hard” subject about which it seems difficult to talk in the class room, for instance because it is too personal or too controversial. Our didactics game for the age group 12-14 is an example.

An abstract subject that needs a lot of visualization to become more accessible. Our game on the relation between online data sharing and online identities for the age group 8-11 is an example.

An ongoing discussion that has derailed and needs a change of tone. An example could be a game about how to understand the school regulation.

Age group differentiation: For students in age group 8-11 more individual themes are relevant. Too abstract themes should be

avoided. For students in age group 12-14 more social themes are relevant: themes that have to do with

social norms or group processes. The themes can be abstract but should have a direct link to the daily life of one’s students.

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STEP TWO: Create questionsAs soon as one has established a theme for the game one can start to create the questions for the game. The optimal amount of questions is eight to fourteen. Only if a subject is abstract and of great interest to one’s students one could create up to twenty questions.There are several methods to create relevant game questions:

Break down the chosen theme in smaller steps and then allocate one question per step. Create a lot of questions that are relevant for your target group and let representatives of the target

group select the most relevant questions.

Basically, there are two types of questions one could create: Diagnostic questions – see the didactics section – to check whether one’s students have understood

knowledge that was transferred to them. Survey questions to poll student opinions on the chosen theme. The both IDentifEYE games are

examples of this type.

Age differentiation: For students in age group 8-11 it is advisable to choose diagnostic questions or personal survey

questions that directly link to personal student experiences. For students in age group 12-14 it is advisable to choose diagnostic questions or more abstract

survey questions.

NB The second question in the game always is associated with the player taking a picture or not. This is a system question that is hardcoded in the game.

STEP 3: Create answer options Diagnostic questions require answer options in which one answer option represents the right

interpretation of the knowledge transferred while one or more other answer options represent assumed student prejudices and false assumptions that might have survived despite the knowledge transferred.

Survey questions require a set of answer options that are relevant for the target group. Students will react negatively if an answer option is irrelevant or, worse, if a relevant answer option is missing. It is advisable to check one’s answer options against representatives of the target group when drafting.

STEP 4: Create augmentations per answer optionOnce the answer options have been drafted one needs to create augmentations for each of them individually. One could do this one’s self or involve a graphic designer in this. For the technical specs of the augmentations, please read section Creating an AR game.One has to choose between several options – for the implementation of these options see section Creating an AR game:

Static or dynamic: the augmentations can remain placed motionless at the same space on the screen or can be ordered to follow the head of the individual playing the game.

Temporary or permanent: the augmentations can be made to last only until the individual who plays the game answers the next question or can be allowed to stay until the end of the game.

Replacing or additional: the augmentations can replace any previous augmentation that was triggered by an earlier answer option or can be added to the existing set of augmentations on the screen. The replacing option is tricky to implement though. One needs to define the earlier augmentation or augmentations that one wants to replace by means of a layer code. If one would

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just define the new augmentation to present itself on the same place as a previous augmentation oraugmentations the new augmentation will either overlap or immediately be overlapped depending on the layer code number – see the section Creating an AR game.

Animated or static: one can create augmentations that consist of one image only or animations thatchange form and/ or placement. The trick to animate augmentations is to upload more than one image in the CMS as augmentations associated to the relevant answer option. The multiple pictureswill then be played at a speed of 12 images per second – just as film frames are played to create a film.

It is a good practice to define the augmentations associated with answer options linked to one single question in such a way that they cover more or less the same space on the screen. This way it is easier to keep an oversight over all the subsequently appearing augmentations, question after question. An example of this good practice is a design like this in which “1” stands for all answer options associated with question 1, “2” for all options associated with question 2 etc.:

Age differentiation:• For students in age group 8-11 it is advisable to create cartoon-like, colourful animations – at best

many appearing at the same time. Students in that age group also generally like lots of movement, temporary chaos and “naughty”/ funny animations.

• For students in age group 12-14 it is advisable to create more realistic, more serious and “arty” augmentations – especially for 14-years old students. There should be controlled movement and a sense of overall organization in the way that augmentations are placed on the screen.

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STEP 5 [optional]: Create texts and soundsIn addition to augmentation one can also add, optionally texts (“Ticker tape texts”) and sound files to individual answer options. The texts will be shown in the tickertape at the top of the screen. Thesounds will be played temporary when the associated augmentation appears.NB Be careful with adding heavy sound files. They might interfere with the game performance.

STEP 6: Create static blocks and pagesOne can add one’s own texts in the CMS that will appear on the game start page and on additional pages – so-called “static texts”. The texts could consist of an introduction on the theme as well as an explanation on how to play the game.

STEP 7 [optional]: TranslateOnce one has entered all the necessary content in one’s own language – questions and answers, static texts and user interface items – one can translate these texts in up to three languages.NB If one chooses to add a language beyond the current default languages (English, Greek, Polish, Spanish, Lithuanian and Dutch) one should contact us for changing the flag in the game linking to that translation. This is not cost-free.

STEP 8: Create a lesson planThe game one creates is half of the job, creating an appropriate lesson plan is the other half. One creates the lesson plan by filling out the workshop lesson plan template – see the session 3 description section for your relevant age group.

Age group differentiation• For students in age group 8-11 it is advisable to first provide an introduction, both to the chosen

theme and the game and then play the game for at least twenty minutes. During the game play there should be enough time for students to relate their personal experiences and for the occasional discussion. It is advisable to end the lesson with a “to do” task such as drawing or retrieving information online.

• For students in age group 12-14 it is advisable to first provide an introduction, both to the chosen theme and the game and then play the game for a maximum of fifteen minutes. During the game play the teacher is to listen very carefully to all remarks by the students and their contributions to emerging discussions. The teacher is to come back to those in a more organized way after the game during a structured discussion. The teacher should include space for student reviews of the game. Then the teacher could end the lesson by asking students to write down their suggestions for improvement while explaining the background of their suggestions.

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WHAT IS B.E.L.S.?Introduction

The creators of the Brain Essential Learning Steps (B.E.L.S.) method defineit as “a consistent thematic approach to teach children curricular contentretained through interpretation and application”.[http://www.achildsworldcenters.com/curriculum.html] Rather than amethod to enable a top-down transfer of knowledge B.E.L.S. aims atempowering the understanding of new information from one’s ownperspective and at empowering learning by experiencing. As such B.E.L.S.is a fruitful frame for the implementation of the IDentifEYE teachingworkshop that aims to positively impact teachers, students and student onlinesafety by means of letting teachings try out and evaluate new good practices.

B.E.L.S. finds its origin in neuroscience. Author Andrea Seidman and her team at the A Child’sWorld Center, came up with the method “to bring the world a new pedagogy that would maketeaching the way the brain learns the new paradigm in education”.[http://www.achildsworldcenters.com/about-us.html] This means that the method is in constantflux.B.E.L.S. was at first implemented by a Child’s World as an early care and early education method.Later on the method was used in all kinds of educational settings[http://www.pakeysconsulting.com/PDF/4B.E.L.S._Abstract.pdf], including lifelong learning. This ishow B.E.L.S. is used in the IDentifEYE workshop: as a method for lifelong learning.

SkillsThe following lifelong learning skills are developed by means of B.E.L.S.[http://www.achildsworldcenters.com/curriculum.html]:

Problem Solving; Risk Taking; Cooperative Learning; Creativity; Cognitive Responsibility Systems.

Four stepsThere are four Brain Essential Learning Steps:

• B.E.L.S. 1: Providing an introduction on a subject;• B.E.L.S. 2: Brainstorm and list ideas connected to the subject;• B.E.L.S. 3: Create a plan for action on the subject;• B.E.L.S. 4. Implement the plan for action.

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The first Brain Essential Learning Step can be described as follows[http://www.pakeysconsulting.com/PDF/4B.E.L.S._Abstract.pdf]: “This is theintroduction to the learning unit, theme, specific curricular content orsubject. The fact-finding begins here.” The step may concern a broad subjector a sub-subject. The step helps participants to “begin exploring what theyknow about the topic”.In the IDentifEYE workshop the first step takes place during the introductionsof the themes during the first three sessions.

B.E.L.S. 2 concerns collaborative brainstorming:: “List the activities on yourmind map that reinforce the theme, topic, concept you are teaching – Thisstep should include visual, auditory and kinesthetic exercises. Brainstorm andlist ideas related to the main topic. The ideas include each student’sunderstanding of the topic, each student’s personal knowledge andexperience on the topic, and each student’s evolving ideas for a working planas each student builds ideas on the contributions of the members in theclass.” [http://www.pakeysconsulting.com/PDF/4B.E.L.S._Abstract.pdf]The second step is in implemented in the workshop in the form of adiscussion after each introduction.

B.E.L.S. 3 is about developing a learning plan: “It is time to plan how to usethe information introduced and learned. This step requires the student tointerpret the facts and concepts for application. The focus in this step is whythis information is relevant to the class and to each of its members. Relevanceis basic or more abstract depending upon the content and the goal of thelesson. It is always necessary to have students clarify the meaning of theinformation for a specific purpose that is personally relevant. Gather the factsand information together as a group and develop a plan for action. Plan foraction suggestions are: original skits, journal writing, presentations, throughdance, through music, through art displays or through combinations of allthese suggestions. Each student’s strengths are represented in developing theplan.” [http://www.pakeysconsulting.com/PDF/4B.E.L.S._Abstract.pdf]The third step takes places in the workshop at the end of session three andthen comprises the whole of session four. Some brainstorm elements (steptwo) will still be present as well.

In B.E.L.S. 4 action is taken: “– It is time to use the information and implementthe plan. Should we create a bulletin board display? Should we makecostumes, scenery, props for a show? Are we presenting to an assembly ofother classes? Parents? Community groups? School parade? Class museum?School display? The possibilities are as numerous as our imaginations will takeus!” [http://www.pakeysconsulting.com/PDF/4B.E.L.S._Abstract.pdf]The fourth step is executed during the teacher implementation of their lessonplan at their own school.

Step 5In the workshop there is a fifth step added to the original B.E.L.S. method: Evaluation. This hasbeen done because in education good practices can only be good practices when they are tested.By creating in addition a Best Practices/ Lessons Learned document based on the evaluation theevaluation results become sustainable.

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INSTRUCTOR DOCUMENTS

In this section you will find documents that will help you prepare the workshop as an instructor. The first document, the INSTRUCTOR LOGISTICS, will present you with a step by step overview what to do and how to prepare. The PROJECT DESCRIPTION will help you, and later your participants, to remember the aim of the workshop. The RECRUITMENT document will support youin recruiting teachers. It was drafted by partners who used the document to draft teachers for the pilot sessions.The DIAGNOSTIC QUESTIONS document should give you inspiration to create your own diagnostic question for the workshop, but naturally you are cordially invited to use these to test whether yourtransfer of knowledge to your participants was successful.The PLAYING THE AR GAME documents concern two different games, one for teachers teaching students in age group 8-11 and one for teachers teaching students in age group 12-14. In both versions you’ll find playing instructions, the game storyboard and potential interpretations of the occurring augmentations. Do not attach absolute value to these interpretations – rather think of your own interpretations or, better yet, invite teachers to come up with creative ideas. The CREATING AN AR GAME documents help you both functionally and technically set up your own version of the AR game.The TEACHER CONSENT FORM is a document you’ll need to distribute to your workshop participants before the workshop so that you can freely document the workshop while you provideit.The last document in this section, INSTRUCTOR EVALUATION, is the evaluation that you should fill out, to measure the impact of your workshop.

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INSTRUCTOR LOGISTICS

STEPS TO DO NB

PRINT DOCUMENTS Printing organizational documents:INSTRUCTOR LOGISTICS so that the instructors can start preparingRECRUITMENT PROCESS so that the instructors can start planning the recruitmentPROJECT DESCRIPTION for the relevant age group so all know what the project is aboutDECLARATION OF CONSENT so dissemination material may be produced

School management approval is essential.

CHOOSE DATES CREATING A DETAILED TIME-TABLE It is important to leave enough time(more than a week) between the first set of sessions (sessions 1 to 4) and the fifth session (evaluation) so that teacher have enough time to prepare their implementation lesson.

RECRUITING TEACHERS Follow the RECRUITMENT section Important to inform the teachers that they will be recorded on video and that they need to take pictures in theit class room. In some countries the recording in the class room may be legally (near) impossible.

PREPARATION Read the background sections to session 1-3

ORGANIZE AN INTRO TEACHER MEETING

Hand out the printed out document DECLARATION OF CONSENT to the teachers which they should signHand out document DECLARATION OF CONSENT so that the representatives of their students can sign it

Since the students are under age their parents or caretakers should sign the DECLARATION OF CONSENT. In case they refuse make sure to NOT take pictures of these children or film them.

PREPARING WORKSHOP SPACE

Choose a workshop space where there is a central computer with Internet access and with a beamer & screen/ digiboard and space to create a U-shaped setting for the teachers

EDIT DOCUMENTS Customize the CERTIFICATES – create an individual copy for each teacher who participates.

Keep a copy as evidence

TEST THE AR GAME Test the online game on the same computerand at the same place where the workshopswill be organized. Instructions are provided in the section PLAYING INSTRUCTIONS for the appropriate age group

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PRINT INSTRUCTOR DOCUMENT

Print and read the age group appropriate session descriptions.Print and read the instructor evaluation.Print and read the document DIAGNOSTIC QUESTIONS. If needed create new diagnostic questions of your own.

In the section BACKGROUND TO SESSION 2 you will read more on diagnostic questions.

PRINT TEACHER AND WORKSHOP DOCUMENTS

Print the SUCCESS CRITERIA for each session.Print the DIAGNOSTIC QUESTIONS.Print the 4 levels of GOOD PRACTICES for the appropriate age group.Print the game MARKERS, game TASK (for teachers of age group 8-11), the game QUESTIONNAIRE.Print the age appropriate MODEL LESSONS (1 and 2). Print CREATING AN AR GAME.Print the LESSON PLAN.Print the teacher EVALUATION documents: EVALUATION and IMPLEMENTATION CRITERIA EVALUATION.Print the customized CERTIFICATES.

Print a few copies of the teacher documents extra

DOWNLOAD WORKSHOP DOCUMENTS

Download the appropriate WORKSHOP PPT.

PROVIDE THE WORKSHOP SESSIONS

Hand out the teacher and workshop documents at the appropriate time as described in the session descriptions.Show the WORKSHOP PPT.Make sure that all teachers know when the EVALUATION session takes place.Let the teacher participants know that you are available for them.Make sure teachers organize their IMPLEMENTATION lession, fill out the TEACHER EVALUATION form and the IMPLEMENTATION CRITERIA EVALUATION form.

Please send the filled out teacher evaluation documents to us: Mr. Onno Hansen – onno.hansen@gmail.com.

EVALUATION Fill out the INSTRUCTOR EVALUATION form. Please send the filled out INSTRUCTOR EVALUATION instructor to us: Mr. Onno Hansen – onno.hansen@gmail.com.

CHECK AFTER A FEW MONTHS

Please meet up with the teachers again after a few months and ask them the questions provided in the INSTRUCTOR EVALUATION form.Add the new information to the existing filled out INSTRUCTOR EVALUATION form.

Please send the completely filled out INSTRUCTOR EVALUATION instructor to us: Mr. Onno Hansen – onno.hansen@gmail.com.

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PROJECT DESCRIPTION

Age group: 8-11Instructors teach teachers - by means of a five-session workshop plus implementation - to create,implement and evaluate 45-minutes lessons plans for students aged 8-11 that enhance studentresilience to deal with online experiences – and thereby enhances student online safety. Importanttools to achieve this are an Augmented Reality game, interactive didactics and elements ofprophylactics.

Age group: 12-14Instructors teach teachers - by means of a five-session workshop plus implementation - to create, implement and evaluate 45-minutes lessons plans for students aged 12-14 that enhance student resilience to deal with online experiences – and thereby enhances student online safety – while at the same time empowering a conscious, creative and critical stance by students as evolving responsible citizens. Important tools to achieve this are an Augmented Reality game, interactive didactics and elements of prophylactics.

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How to recruit teachers to IDentifEYE workshops?Tricks and tips in recruitment management.

1. Prepare a work plan that will help with managing the tasks. The beginning of recruitment should start at least 3 months before the workshops. Here's anexample of a basic work plan:

When? What? Tasks Materials

Person responsible Deadlines

October 2014November 2014December 2014January 2015February 2015...

2. Start with a school database. This will be your most important tool in managing the first tasks. Create an excel file withinformation about schools in your area that you would like to recruit. Prepare separate sheets for 2groups of teachers (8-11, 12-14). Put in the tables information about:- name of the school- contact information (address, telephone number, website and e-mail)- name of the headmaster (very important)

TIP: Start with schools that are already cooporating with your organisation. Think of any teachersor school board members you know personally that would be of any help in the recruitmentprocess.

TIP 2: Remember that you will need at least 8 teachers in each group. From our experience it's bestto have 2-4 teachers from each school. Make sure you will have at least 2 schools extra from eachgroup on the final list in case some of them will withdraw last minute.

3. Prepare necessary documents.

Before you start calling the schools prepare the documents with information that you want to sellto the headmasters. During the meetings they will ask you a lot of questions, so you need tooutrun them. Prepare:- document with information about the project (put down the main topic and objectives of theproject, mention the international partners and the financial funding source, write your name andhow to contact you)- official invitation to the project addressed to the management of schools- preliminary declaration of participation form for teachers- poster/leaflet of the project

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4. The calling begins!

Sending e-mails to schools with information about the workshops is good, but from our experienceit doesn't bring as many results as direct calls. When you call the school you want to recruit, askthe secretary to connect you directly with the headmaster. If they're not available leave amessage, but then call again. When you talk to the headmaster don't waste your time to explainthe whole project. Briefly mention its objectives and why is it so important. Tell the headmasterthat their school was chosen among many other schools to take part in the project and ask for themeeting to talk about the details. This way they will be eager to know more. Leave them with thefeeling that they are important and one of a kind.

TIP: Remember that the headmasters are also people. Probably they are busy with their ownproblems, so you may encounter their lack of time or lack of interest. Sometimes they might beeven angry that "another person is bothering them with some new projects like they didn't haveany better things to deal with". Be aware of that and prepare for such situations. Always be cooland polite. Tell them you understand their situation.

TIP 2: National holidays, school events, trips and vacations... A lot of things can occur on the way,so plan the meetings at least few days ahead.

5. During the meeting.

The meeting with the headmasters are the most important part of the recruitment process. Theyshouldn't last longer than 15 minutes. It's a lot of time to talk about the details of the workshops:what is its main purpose and objectives, how they will be organized, when they will start and howlong they will last, who will conduct them, what will come out of them, what skills the teachers willgain, etc. It's also the time to get down to business. What are your expectations? Of courserecruiting teachers to the workshops. Tell them how many teachers should they delegate andwhat is the deadline for applying. Remember that there no conditions regarding the subjects theteachers teach - the only condition is that they should teach in one of the age groups mentionedbefore and that they shouldn't be school counselors. Keep the documents you prepared beforewith you. Hand them to the headmaster. Repeat your name and how to reach you. Assure themthat you are available if they have any further questions or doubts.

TIP: The first impression is the most important, so be prepared. Dress well and smile a lot! Acompliment never hurt nobody, so while you're there congratulate the headmaster of his/herlatest achievements (schools like to brag about how good they are, you don't have to dig deep tolearn about them - school websites are usually full of information about their successful studentsand school projects).

6. After the meeting.

Send the e-mail to the headmasters to remind them about yourself. Thank them for the meeting.Even though you handed them the documents about the project during the meeting, attach themto the e-mail again. Remind the headmasters about the application deadline. Don't forget aboutattaching the forms with preliminary declarations of participation for teachers! Stay in touch withschools. Make sure you send the reminder about the deadline also a week before it finishes.

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7. Prepare a teachers data base.

Organize the data base of recruited teachers. Create a new excel file or simply add new sheets tothe previous one. Prepare 2 sheets for each age group. Put in the tables information about:- name of the teacher- school they represent- e-mail and telephone number- subject they teach

From now on you will contact the teachers directly, not through schools. The headmasters gaveyou what you wanted so there is no need to bother them anymore. Once the recruitment processis finished and you have a full list of at least 16 teachers, send the e-mail to congratulate theteachers that they have been selected to participate in the workshops. Briefly explain again theobjectives of the workshops. Write down the list of names and groups the teachers will belong to.Attach the documents you have prepared before - the file with information about the project andalso the form with preliminary declaration of participation in case you are still missing some ofthem. Write in the e-mail when and where the workshops will take place (add the directions onhow to get there).

TIP: From our experience it's good to prepare a sort of an organizational meeting. A simple 1-2hour meeting when everyone can meet each other, break the ice and ask additional questions (andalso bring the missing preliminary declarations). If you feel like preparing such meeting, send theteachers an e-mail with information about it too. And a reminder a day before! :)

8. Organizational meeting.

During this meeting everyone can meet each other. Instructors can get to know the teachers,teachers can get to know the instructors and other teachers. It's a good time to break the ice andtalk more about the project. It's also a space for questions from the public and dealing with formalissues like preliminary declarations of participation and other documents that will be needed fromteachers (for example permission to the use of image). The organizational meeting should takeplace around 2 weeks before the workshops. What to prepare for the meeting? - attendance list- forms to be fulfilled by teachers (preliminary declarations in case you are STILL missing some :))- a workshop "portfolio" with: information about the workshop, information about yourorganisation, program of the workshops with timetable, a pen and a company notebook orsomething to write on)After the meeting send an e-mail to the teachers with a short summary. Attach to the e-mail theforms they need to fill out and bring to the workshops after signing (permission to the use ofimage). Once again attach the program of the workshops. Remind about the time and place of theworkshops. Send them also a reminder a day before. :)

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9. Workshops.

Although it might look differently the recruitment process hasn’t finish yet. The workshops will beprepared and conducted by the instructors, but you should be there too to assist in case there areany (for example technical) problems. What to prepare for the workshops?

- attendance list for each group- portfolios with workshop materials- certificatesStay in touch with teachers. After the workshops send them an e-mail with the summary.Congratulate them on completion of the workshops. Send them any additional materials theymight need (some of the things can come up during the workshops, that's why you need to bethere to follow up). Thank them for the cooporation and wish good luck in the future. :)

A BONUSTips on how to encourage headmasters to delegate their teachers to the workshops.

During your recruitment process you may meet, let's say "difficult" headmasters on your way. Theycan be tired, bored, even fussy. They will try to refuse to meet with in person claiming they haveno time, etc. How to handle a phone call with a headmaster when you have only few minutes to"sell the product"? Here are some key words and phrases I picked up from my experience that youcan use to convince the headmasters to the project. Remember: they don't need to be entirelytrue! :)

Key words and phrases:- your school was chosen as one of the (for example) 5 schools in the whole region to take partbecause of your achievements (mention the achievements)- prestigious project, it's a first project on such a level in the region- international impact (partners from 5 countries - you can mention all of them)- transfer of innovation - pilot project of great importance- free of charge workshops- certificate of participation- new technologies (mention the game)- current topic, interesting and developing for teachers- European impact followed by a wide promotion (publications, promo video, etc.)

Prepared by: Ewelina Gerke (GCPU)

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DIAGNOSTIC QUESTIONS

1. In interactive didactics you are not allowed to correct students.A. YesB. NoCorrect answer: B (No). As facilitators teachers do correct but as a coach, not as a person who judges.

2. A facilitator is to invite parents or representatives of the police to the class room.A. YesB. NoCorrect answer: A (Yes). Involving student environments beyond the school environment is an important prophylactic instrument.

3. In interactive didactics a teacher gives up their right to privacy.A. YesB. NoCorrect answer: B (No). By accepting a role as facilitator a teacher still needs to set clear boundaries as can be seen from the prophylactics good practices. One of those boundaries to be set is to which extent the teachers want to communicate about private issues.

4 Identities are different offline and online.A. YesB. NoCorrect answer: B (No). The contexts online are different and online life heavily influences both personal identities and the concept of identity but both offline and online identity is the answer to the question: “Who am I?”

5. [12-14] Tradition according to Bauman is an effective strategy to survive “liquid life”.a. Yesb. NoCorrect answer: B (No). Holding on to tradition is a logical reaction against fast change and fast globalization but this does not shield us against the extreme consumer times we live in. Only by learning to learn and acquiring skills that help us be citizens and deal with otherness might help us to preserve a modicum of self-determination.

6. Students that do well in the traditional class room also will do well in real life.a. Yesb. NoCorrect answer: B (No). [8-11] Students that never fail tend to attribute their success to given attributes. As a result, they are less open to learning and feedback. [12-14] The skills needed to be successful in the traditional class room are different from the skills needed to be successful in the 21st century. For instance, adaptability by redefining one’s identity over and over again is not a skill leading to success in the class room but is a skill set that is very useful in real life.

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7. [8-11] If a student is a “fixed learner” the teacher needs to intervene.a. Yesb. NoCorrect answer: A (Yes). Fixed learners have troubles adapting, learning and hearing feedback. This hampers their development.

8. In the interpretation of Goffman – is it possible to be one’s self with someone?a. Yesb. NoCorrect answer: B (No). According to Goffman we always play a role.

9. [12-14] Does it make sense to create a new school curriculum now based on pre-defined skills for the 21st century?a. Yesb. NoCorrect answer: B (No). Unfortunately, we cannot predict what exact skills we might need in the near or not so near future. What we can do is introduce skills to learn how to learn and skills that empower us to deal with Otherness – but this is a far cry from creating a definite new curriculum.

10. Grading is harmful.a. Yesb. NoCorrect answer: A (Yes). Grading as such focuses on fixating a result at a certain time. Less important is to provide insights to students how to improve the parts that they do not really master yet. Even when these insights are provided they are not taken very serious by students because the grade terminates a lesson subject and the mastering of the missing parts does not lead to a better grade.

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HOW TO PLAY THE AR GAMEAge group: 8-11

Quick overview

To play the AR game you need computer with Internet access and webcam (built in or plugged in); The game needs constant acces to the Internet during the play, so we suggest to use ethernet cable; It is good to have constant background behind you when playing the game. The color of the

background should be different from skin tone – the best background would be a monochromatic blue or green wall or sheet;

You need to have Silverlight installed – see below; Before starting the game you need to calibrate it. You can calibrate the game here

http://identifeye.ezzev.eu/?debug – see below; The game is available here http://identifeye.ezzev.eu/ - ENG, GR, PL, NL versions and in

http://identifeye2.ezzev.eu – for ES, LT versions When start window will appear, click on the flag in upper left corner to choose the language of the

game; Now we can play the game; We can fill in the data form on the start page, but it's not necessary to start the game; Click "Start" to start the game; A new window will appear. We will see the view from the camera – optionally you need to give

permission first - and, in the bar over the view of camera, instructions and questions and answers will appear;

Click on the image of the markers on the right side of the screen. A PDF file will open. Please print the markers (one page A4 format). After you have printed the markers cut out the markers to get four seperate markers for the game;

Follow the instructions on the screen. Begin by showing marker A to the camera; In the bar over the view of camera, questions will be shown. After choosing an answer option show

the corresponding marker (A for A, B for B etc.); On the right side of the screen at the bottom there is a "Quit" button. When you click it you will be

transfered to the start page; Show the marker only for a short period into the camera, untill the next question will appear in bar.

If you show the marker too long, it is possible that the game interprets the marker as the answer to the next question;

After your have provided your answer by means of a marker, a graphic representation of the answer(augmentation) will appear on the screen;

After you have answered all of the questions, "Finish" button will appear next to the "Quit" button. Click on it to end the game;

After finishing the game, we will see a summary of the game on the screen with all questions and answers and a photo of the view of the final screen with all the augmentations. Questions and answers can be downloaded by clicking on "Download results" button; the photo can be downloaded by clicking on the "Download photo" button;

To end the game click "Finish".

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Storyboard

Marker A Augmentation

Marker B Augmentation Marker C Augmentation

Marker D Augmentation

0A

Pre-screen: Beforeyou enter the

game, please fillout the followingfields: - Name –Age - Town of

residence - School

[Start][Allow

thecamera

tooperate]

A new page opens. In oneframe one sees one’s self.In a separate page frame

there is a runningtickertape. In it are the

data that were entered atthe startup screen. If nodata were provided the

tickertape shows: * * * *

0B

An augmentedpopup withinstructions

appears [Thisshould be in the

language aschosen]

[OK, Iundersta

nd] The popup disappears.

0C

Click on the imagewith letters A-D

below. A PDF willappear containing4 markers. Print all

4 markers - withthem you can

answer thequestions in the

game. Now showmarker A to the

camera.

[Showmarker

A] Starting - good luck!

1Are you a boy or a

girl? Boy

An augmented kakhicrown appears on thehead of the player. In aseparate page frame a

realistic helper characterappears, male version. Girl

An augmentedpurple crown

appears on thehead of the player.In a separate page

frame a realistichelper characterappears, female

version.

None ofyour

business

An augmentedgolden crown

appears on thehead of the player.in a separate pageframe a randomhelper characterappears - male orfemale version. x x

2

Do you want totake a picture of

yourself? Yes

A picture is taken andtwice uploaded as an

augmented picture in apicture frame – one tothe left and one to theright of the face; thetickertape becomes

bigger No

Two “nophotography”

signsaugmentations are

added asaugmentedpictures in a

picture frame –one to the left andone to the right of

the face x x x x3 I’m your helper,

nice to meet you! Iwould like to get to

know you a bitbetter. I will ask

you a fewquestions. There

are no right orwrong answers, so

Gadgets

The pictures/ signs from2. are displayed on two

augmented tablets

Animals The pictures/ signsfrom 2. are

displayed on twoaugmented

puppies

Music The pictures/ signsfrom 2. are

displayed on twoaugmented musical

notes

Football

The pictures/signs from 2.are displayed

on twoaugmented

footballs

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4How would you

describe yourself? Trendy

An augmentedsmartphone is added to

the crown Relaxed

Augmentedsneakers areadded to the

crown Cool

Augmentedsunglasses areadded to thecrown - not

covering the eyesbut on top Sporty

Anaugmentedbaseball capis added tothe crown

5

When you registeron a website (like

you just did for thegame) why would

you hand outinformation about

yourself? I don't

The following text isadded to the tickertape:

"my lips are sealed"

Otherwise I’m

blockedout

The following textis added to the

tickertape: "pleaselet me in"

Everyone does

that

The following textis added to thetickertape: "hi

friends"As if Icare

Thefollowing

text is addedto the

tickertape: "ihave nothing

to hide"

6

Do you usually fillout all the

registrationscreens, even theones that are not

compulsory? Yes

The crown turns icywhite; the font of thetickertape becomes

bigger No

A flash of dust; thefont of thetickertape

becomes smallerSometi

mesThe crown turns

grey x x

7

Let's see if you arein the know. What

do you think'Terms &

Conditions'means?

I clickthataway

A hawk flies by and dropspoop that permanentlyremains on the lower

edge of the AR frame –does not move with the

head. The hawkdisappears, poop stays

That'swhere

therules ofthe site

are

A hawk flies by anddrops an egg that

appears on thecrown. The hawkdisappears, the

egg staysI don'tknow

A hawk flies by anddrops poop that

permanentlyremains on the

lower edge of theAR frame – does

not move with thehead. The hawk

disappears. x x

8

Say, a frienduploaded a pictureof you made fiveyears ago on his

profile page. Howdo you feel?

I likethat

An augmented buttonwith a smiley is added;the tickertape becomes

biggerI don’t

like that

An augmentedbutton with a

smiley is added;the tickertape

becomes bigger x x x x

9

Now it’s time foraction. You can

now make achange to the

identity of anotherchild playing thegame. What do

you add?

A“nerd”button

A message is shown thatsomeone decided to

change the child’sidentity too – then an

augmented“nerd” buttonis added to the crown

A“peace”button

A messageis shownthat someone

decided to changethe child’s identity

too – then anaugmented

“peace” button isadded to the

crown

A“cyberb

ully”button

A message isshown that

someone decidedto change thechild’s identitytoo– then anaugmented

button with amean looking face

is added to thecrown

Nothing

A flash ofdust/

nothinghappens

10

I wonder. Do youaccept friendships

and chats frompeople you don'tknow in real life? Yes

4 augmented buttons areadded with a bit blurrynice (2) and creepy (2)

strangers No

2 augmentedwhite buttons are

added plus onebutton with a bitblurry image ofcreepy strangerand onebutton

with a bitblurryimage of a

nicestranger

Only ifthey are

nice

4 augmentedbuttons are added

with a bitblurrynice (2) andcreepy (2)strangers

Only iftheyare

friendsof

friends

4 augmentedbuttons are

added with abit blurry

nice (2) andcreepy (2)strangers

11

If someone youdon't know in real

life wants to befriends with youonline, what do

you do before youaccept?

I lookat theirprofile

The images withstrangers on the buttons

added in Q10. arereplaced by similar

buttons with sharperimages

I ask myfriends

The images withstrangers on thebuttons added inQ10. are replacedby similarbuttons

with sharperimages

I justacceptthem

The images withstrangers on thebuttons added inQ10. are replacedby similar buttonswith very blurry

images

I don'tacceptstrange

rs

A flash ofdust/

nothing ischanged

123

12

OK. Do you sharedata like yourmobile phone

number with allyour friends? Yes

All 4 buttons added inQ10. start sending visual

messages NoA flash of dust/

nothing is changed x x x x

13

Do you think it'simportant thatyour friends’

profile picturesgive a realistic

impression of whothey are?

No, Idon’t

All 4 buttons added inQ10. are changing into

buttons with a slideshowof random images all the

time Yes, I do

All 4 buttonsadded in Q10. are

changing intobuttons with aslideshow of

randomimages allthe time x x X x

14

Now somequestions onfriendship.

Suppose there's anew kid at school.

You start callingthem friend

when ...

We likethe

samethings

An augmented mouth isadded to the face

I knowthem

An augmentedbrain is added to

the faceThey are

nice

An augmentednose is added to

the crown

Wehavethe

samefriends

Augmentedears are

added to theface

15

When do youconsider yourself

friends withsomeone you met

online? When...

! accepttheir

request

A temporary augmentedrain of pigeons starts in the

background

We havethe same

friends

A temporaryaugmented rain ofdolphins starts inthe background

We likethe same

things

A temporaryaugmented rain ofcats starts in the

backgroundThey are

nice

A temporaryaugmentedrain of dogsstarts in thebackground

16

Do you think you could fall in love with someone you only know online? Yes

Augmented cupids start flying around the crown No

Augmented koalas start flying around the crown Maybe

Augmented balloons start flyingaround the crown x x

17

How do you tell someone at schoolthat you like them?

I ask someoneto tell it

The crown gets a parrot-print

I’ll try to stand out

The crown gets a tiger-print

I just tell them

The crown gets a hearts-print I don’t

The crown turns grey

18

How do you tell someone online that you like them?

I ask someoneto tell it

A temporary augmented rain of buttons with parrot-print starts in the background

I’ll try to stand out

A temporary augmented rain of buttons with tiger-print starts in the background

I just tell them

A temporary augmented rain of buttons with hearts-print starts in the background I don’t

A temporary augmented rain of grey buttons starts in the background

19

We’re almost at the end. Do you defriend a friend when it appears they seriously lied f.i. about their age? Yes

Half of the slideshow buttons (Q13.) get an addition X over them. Theydo keep sendingmessages No

A flash of dust/ nothing is changed x x x x

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20

Final question. Would you like to clean up your image by unsharing all your data? Yes

Half of the augmented crown turns black; half of the augmentation added in2. is colored black; the slideshow buttons (Q13.) are half black – no matter if they are crossed out in Q19 or not No

A flash of dust/ nothing is changed x x x x

Explanation of the augmentations

Question Topic Augmentations – description Explanation

Sharing

characteristics

A tickertape will present the data that are

filled out. A tickertape is a field with text

flowing from right to left. Think CNN. The

information is not stored in any other way, it

is there only as session information. If you

start the game up again it will be gone.

An identifier is a characteristic that helps to identify you like name, age, town

of residence and school. By sharing these there is a major chance that they will

become visible for others too. The tickertape represents throughout the game

the information that you share.0

Sharing

characteristics

Boys (A) will get a khaki colored crown and a

male helper. Girls (B) get a pink crown and a

female helper. Option C leaves the player

with a golden crown and a random helper.

Interpreting information often equals stereotyping: Prejudices are getting

confirmed. These augmentations are an example of this. Boys are stereotyped

as tough and get a khaki colored crown as a hint to the army. Girls are

stereotyped as sweet and get a sweet, pink color. If you do not chose you

cannot be profiled exactly. But some guessing takes place (male or female

helper). The crown, as well as the picture taken in question 2, will be the place

in the game where identity elements are added.1

Sharing

characteristics

A picture will be taken and in twofold added

as augmentation for (A). For (B) a sign is

added that no picture was taken.

Pictures are an essential element in profiling. For some they even equal

biometric information. There are two pictures to illustrate that if you have a

picture online it will be copied. These copies are beyond one’s control – as will

appear in 20A.2

Sharing

characteristics

Our pictures, as taken in question 2, now are

added with a symbol – gadgets (A), animals

(B), music notes (C) or footballs (D).

Our ‘Like it’s are a crucial instrument to profile our preferences and routines.

They are directly linked to our identity as symbolized by our pictures.3

Sharing

characteristics

The crown is added with a smartphone (A),

sneakers (B), sunglasses (C), baseball cap (D)

Interpreting lifestyle is – like our ‘Like it’s - a crucial instrument to profile our

preferences and routines. They are directly linked to our identity as symbolized

by the crown.4

Attitudetowards sites

The following text is added to thetickertape:

A. My lips are sealedB. Please let me in

C. Hi! FriendsD. I have nothing to hide

These additions are paraphrases of the person’s attitude towards the site.They are important for interpreting actions by that person and are therefore

added to the ticker as basic data material. For tickertape – see 0.5

Amount of A. The crown turns icy white and the font of If we share a lot of information we become more visible – the tickertape font

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informationshared

the tickertape becomes biggerB. A flash of dust – nothing happens

C. The crown turns grey

becomes bigger – and more transparant – the crown becomes icy white (A). Ifwe do not – nothing changes to our identity – represented by a flash of dust

throughout the game. If we do share information sometimes our crown turnsgrey – as a symbol of being between the extremes.6

Attitude

towards sites

A. A hawk flies by and poop appears on thescreen. The hawk disappears, poop stays.B. A hawk flies by and an egg appears on

thecrown. The hawk disappears, the egg stays.C. A hawk flies by and poop appears on thescreen. The hawk disappears, poop stays.

The hawk is the symbol of good eyes, seeing things sharply. You have sharp

eyes to read the Terms and Conditions. If you don’t do that, poop happens. If

you do read it new insights, symbolized by the egg, comes into existence.7

Attitude

towards

others,

others add

information

A. A button with a smiley is added; the

tickertape becomes bigger.

B. A button with a smiley is added; the

tickertape becomes bigger.

If someone publishes a picture of you, to third parties it appears you agree

and are happy with it. The only way to change that impression is to convince

your friends to take the picture offline, or force them legally.8

Attitude

towards

others,

others add

information

A text is displayed that someone changed

your profile too:

A. A “nerd” button is added

B. A “peace” button is added

C. A ”cyberbully” button is addedD. A flash of dust, nothing changes

What you give is what you get. Most people will react to you in the way that

you react to them. If you do something to them, they will do something to

you. Whether you will flame (C), stereotype (A) or be nice (A), others are likely

to do the same to you.9

Attitudetowardsothers

A. Buttons are added with fuzzy images ofnice and creepy strangers

B. White buttons are added and buttonswith fuzzy images of nice and creepy

strangersC. Buttons are added with fuzzy images of

nice and creepy strangersD. Buttons are added with fuzzy images of

nice and creepy strangers

If you accept as your friends people you don’t know then you don’t really havean image of them as they really are – represented by the fuzziness of thepictures. These friends can turn out to be nice or creepy. Friends who are

known to you are symbolized by the imageless buttons. But even your friendsare not known to the end. They can turn out to be (online) nice or creepy.

10

Attitude

towards

others

A. The pictures from 10. become sharperB. The pictures from 10. become sharper

C. The pictures from 10. become very fuzzyD. A flash of dust/ nothing changes

The more you check the sharper image of others you’ll achieve, but they’ll

never be 100% sharp. But if you don’t check at all, everything becomes very

fuzzy.11

Amount of

information

shared

A. The buttons from 10. start

communicatingB. A flash of dust/ nothing changes

As soon as you share contact data, people can and will start communicating

with you as symbolized by virtual messages that are sent by the buttons. They

will keep sending you information, even if you would defriend them, as will

become clear in 18A.12

Attitude

towards

others

A. The images on the buttons from 10. are

replaced by slideshows

B. The images on the buttons from 10. are

replaced by slideshows

Whether you like it or not others can and will represent themselves any way

they want to – by profile pictures or by whatever images. The same goes for

you. You can do that too.13

Attitude

towards

friendship

A. An augmented mouth is added to your

face

B. An augmented brain is added to your

face

C. An augmented nose is added to your face

D. Augmented ears are added to your face

The mouth symbolizes what we talk about – we talk about the things we like.

The brain symbolizes the cognitive; knowing something.

The nose symbolizes intuition. You sniff up trust (they are nice) but it is

intangible.From friends we get information on others. The ears receive that information.

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14

Attitudetowards

friendship

A. A temporary rain of pigeons appearsB. A temporary rain of dolphins appears

C. A temporary rain of cats appearsD. A temporary rain of dogs appears

Pigeons always flock together, do things synchronized even though they havenot a lot in common. They seem to accept whatever happens to always

peacefully and trustingly return to the same placed.Dolphins are the symbol of social animals.

Cats are fickle, they only seem to do things they like.If someone is nice to them, dogs are trusting.15

Attitudetowards love

A. Cupids start flying around the crownB. Koalas start flying around the crown

C. Balloons start flying around the crown

Cupids are the classic symbol of love and falling in love

Koalas are cute and lazy animals that do not seem to want a lot.

16 Balloons can be associated with the light and temporary.

Attitudetowards love

A. The crown gets a parrot printB. The crown gets a tiger printC. The crown gets a heart print

D. The crown turns grey

The parrot stands for the go-between – someone is to repeat your words.Tigers can be associated with wild and impressive.

Just telling them is showing your heart.Not telling others what you feel makes you difficult to interpret – grey identity.17

Attitude

towards love

A temporary rain appears with buttons withA. Parrot print

B. Tiger print

C. Heart print

D. A grey color See 17.18

Attitude

towards

others

A. Half of the slideshow images of 13 get an

“X” over them

B. A flash of dust/ nothing happens

Defriending means that you cross out friends. But they can still send you

messages if you shared your contact data (12A)19

2

0

Amount of

information

shared

A. Half of the crown is blacked, one picture

ofyou turns black, half of the buttons turn

black.B. A cloud of dust/ nothing changes.

Even if you delete all the information from the Internet that you have ever

shared, an important part will remain nevertheless. Independent of your will

you leave serious traces. That information has started to live a life of its own,

without you.

Preparing the game

Prerequisites

Computer with a webcam (preferably a PC since the installation of Silverlight on a MAC can be moretroublesome)

Browser with MS Silverlight 5 plug-in 2+ GHz CPU 1+ GB RAM Internet connection Digiboard (or beamer with projection screen)

SilverlightThe IDentifEYE game has been developed as a MS Silverlight application. In order to be able to play the game, the user must have a browser, preferably with the latest, MS Silverlight plug-in installed. The installedversion of the plug-in must at least support MS Silverlight version 5.

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If you have a previous version of MS Silverlight installed, please de-install it completely before installing the latest version.

MS Silverlight plug-ins are available for both Windows and OSX, as well as for a multitude of browsers. IDentifEYE does not require a specific platform or a specific browser. Given the fact that Silverlight is a Microsoft product though, best results will likely be obtained on a Windows machine, using Internet Explorer. Only the Internet Explorer version of the Silverlight plug-in has the necessary hardware acceleration for graphics operations.

IDentifEYE has been tested on both Windows and OSX, using Internet Explorer, Chrome and Safari (OSX only). Chrome no longer supports Silverlight.

Silverlight can be downloaded free from: http://www.microsoft.com/getsilverlight/Get-Started/Install/Default.aspx Installation instructions are provided on the same page. After installation, the user should be able to start the IDentifEYE game right away by visiting the url.

Mac Users should completed delete all earlier versions of Silverlight before installing V4 or V5.

WebcamIn terms of hardware, IDentifEYE does not impose any restrictions, other than the requirement of a webcam. These days, most webcams are close to HD resolution. For performance reasons though, IDentifEYE works with 320x240 screen captures. As long as the webcam supports that lower limit, it will suffice for playing the game.

CPUThe CPU is the abbreviation for central processing unit. Sometimes referred to simply as the central processor, but more commonly called processor, the CPU is the brains of the computer where most calculations take place. In terms of computing power, the CPU is the most important element of a computersystem.

In theory, wherever the Silverlight plug-in runs, IDentifEYE will run. However, as IDentifEYE’s core functionalities are all centered around the face detection, face tracking, augmentation and marker detection -- which are all computationally (very) demanding operations -- it is recommended to have a powerful CPU. What a powerful CPU is depends on the used platform and what other processes are runningon the machine at the same time, so it can’t be specified.

Great results have been obtained with Intel 2 GHz and up CPU’s. The effect of lesser CPU’s will be that the machine’s CPU usage will peek while playing the game, and the cooler fan will probably spin up. During tests, only when using an Intel Atom powered netbook, noticeable glitches in the game operations were detected.

RAMRAM is the acronym for random access memory, a type of computer memory that can be accessed randomly; that is, any byte of memory can be accessed without touching the preceding bytes. RAM is the most common type of memory found in computers and other electronic devices.

128

In terms of RAM, the IDentifEYE game can be pretty demanding. Due to the graphical nature of the game, many images will be held in the memory at any one time while playing. Based on tests, a lower limit of 1 GBof RAM was determined. Keep in mind, that other processes running on the same machine as the browser will also consume RAM and might lead to a higher overall RAM usage.

Not having enough RAM available while playing the game will result in hard disk swapping -- orchestrated by the operating system -- and ultimately creating unwanted visual side-effects (glitches).

Getting best results

Face detectionFace tracking in IDentifEYE is based on skin colour detection. In order to get best results, try to:

Face the camera whilst playing the game; Sit straight in front of the camera, centering the face in the view pane; Sit at about 80 centimeters away from the camera; Avoid multiple faces and/or other body parts (like hands) in the camera view; Arrange for clear ambient light, that:

o does not cast a lot of shadows onto the face; o does not cause bright highlights in the face, eyes or glasses;

Sit in front of a background of a non-skin color. Blue and green backgrounds work best.

When you play the game and augmentations become jumpy or fails completely, one of the following things is the matter:

There is insufficient light; There are other objects in the camera’s view that are assumed to be (potential) faces.

When you play the game and augmentations are projected all over the game’s screen you are probably sitting too close to the webcam.

Please make sure that when you show the marker to the webcam the whole marker is visible on the screen. Please show the marker only until you see an indication that the marker has been recognized. Showing the marker longer might cause the game to interpret the marker as the answer to the next question.

Tweaking face detectionIn order to adjust the game to your environment, please visit http://identifeye.ezzev.eu/?debug . Run the game up to the point that your camera is activated. In the frame where you see yourself you’ll find sliders atthe bottom. These are your controls to play with.

Now you can tweak what shades of color should be interpreted as skin tones. This is based on YCbCr color space (http://en.wikipedia.org/wiki/YCbCr) – as is the default for these kinds of applications.

On the screen you will see yellow sections – those are the detected skin tones. In red you’ll see what the game considers to be your head. Now you can change the values of the thresholds in such a way that only your head will be found and the section is not too jumpy. You will notice that the red section will have a delay versus the yellow section. This is a conscious decision. It makes the augmentation less jumpy.

Make sure you use the debug functionality on the face of the person who is to play the game!

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Once you have found the ideal setting for your environment, click “SAVE”. From that moment on the game settings will be stored on that particular computer, also outside of the debug-page. If you want to return to the default settings, just click DEFAULT and then SAVE.

Marker detectionTo some extent the 4 markers (ABCD) are not a very sensitive process and therefore should not cause marker detection errors. For best results however, avoid:

Displaying multiple markers at the same time; Holding markers in a way that fingers overlap the marker (the black border is part of the actual

marker).

When things go wrong

ImportantSilverlight applications run in a sandbox. This means that a Silverlight application cannot crash the browser, nor can it freely access resources on the user’s computer. If a problem occurs related to the stability of the browser, or to any other program or file on the user’s computer, IDentifEYE cannot be the cause!

Trouble shootingWhenever a user has problems starting or playing the game, please do the following:

Make sure the Silverlight plug-in is installed by visiting any other MS Silverlight based website, or directly by going to the previously mentioned download URL;

Make sure the user is not behind a firewall that blocks Silverlight applications (.XAP); XAP (pronounced ZAP) is the file extension for a Silverlight-based application package (.xap). This file contains the compressed assemblies and resources of a Silverlight 2 application.

Determine whether the currently signed in user has enough privileges to: o Download Silverlight games; o Execute Silverlight games;o Use the webcam.

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Silverlight will show a popup every time that an application wants to access the webcam. On that popup a user can choose to accept his choice. You should either not see the game URL on this tab, or see it with the above Allowed permissions. In case you read Deny there, please remove the permission and restart the browser. Next time, the same popup will be shown to ask for permission to access the webcam.

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If you see yourself in this format (page image can differ with platform) you know the webcam is working properly and the user has access permissions to use it.

The actual window lay-out of the Silverlight Preferences window and tabs may differ per operating system and plugin version.

Still having problemsSometimes, when the above doesn’t solve the experienced problems or lead you to a root cause, the following might help:

Uninstall Silverlight, then reinstall it; Clear the browsers cache; Add the game URL to the trusted sites of the browser.

Last resortWhen all above fails, please make a written note of the items below to assist the game developers to help you or rectify possible programme errors.

Computer (Make / CPU / RAM / Webcam); Operating System (including version); Browser (including version); Firewall (yes/no); Wifi or wired network; Is the user administrator on his/her computer (yes/no);

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A clear description of the problem; Screenshots of the problem screen (if applicable); Screenshot of the Silverlight Preferences tabs (context menu, right click on the game).

Please NoteNo data whatsoever are transferred to a server outside of the local machine on which the game is played. No data are requested by an external server, neither are data offered to an external server.

The personal data that are optionally entered at the beginning of the game are temporarily stored in the machine’s RAM during the game session. Those temporarily stored local data are cleared after the session by means of the ‘explicit content clear’ functionality that is part of the game software.

It can thus be guaranteed that no data that are entered in the IDentifEYE game are stored for whatever purposes, either externally or locally.

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HOW TO PLAY THE AR GAMEAge group: 12-14

Quick overview

To play the AR game you need computer with Internet access and webcam (built in or plugged in); The game needs constant acces to the Internet during the play, so we suggest to use ethernet cable; It is good to have constant background behind you when playing the game. The color of the

background should be different from skin tone – the best background would be a monochromatic blue or green wall or sheet;

You need to have Silverlight installed – see below; Before starting the game you need to calibrate it. You can calibrate the game here http://id -

eye2 .ezzev.eu/?debug – see below; The game is available here http://id-eye.ezzev.eu/ - for PL, GR, ES, LT versions and in http://id-

eye2.ezzev.eu/ for ENG, NL versions When start window will appear, click on the flag in upper left corner to choose the language of the

game; Now we can play the game; We can fill in the data form on the start page, but it's not necessary to start the game; Click "Start" to start the game; A new window will appear. We will see the view from the camera – optionally you need to give

permission first - and, in the bar over the view of camera, instructions and questions and answers will appear;

Click on the image of the markers on the right side of the screen. A PDF file will open. Please print the markers (one page A4 format). After you have printed the markers cut out the markers to get four seperate markers for the game;

Follow the instructions on the screen. Begin by showing marker A to the camera; In the bar over the view of camera, questions will be shown. After choosing an answer option show

the corresponding marker (A for A, B for B etc.); On the right side of the screen at the bottom there is a "Quit" button. When you click it you will be

transfered to the start page; Show the marker only for a short period into the camera, untill the next question will appear in bar.

If you show the marker too long, it is possible that the game interprets the marker as the answer to the next question;

After your have provided your answer by means of a marker, a graphic representation of the answer(augmentation) will appear on the screen;

After you have answered all of the questions, "Finish" button will appear next to the "Quit" button. Click on it to end the game;

After finishing the game, we will see a summary of the game on the screen with all questions and answers and a photo of the view of the final screen with all the augmentations. Questions and answers can be downloaded by clicking on "Download results" button; the photo can be downloaded by clicking on the "Download photo" button;

To end the game click "Finish".

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Storyboard

Q Marker A Augmentation Marker B Augmentation Marker C Augmentation Marker D Augmentation

1

Teachers build thehighest trust when

they

Act in linewith whatthey say

A summery bluesky with a little

cloud hardlymoving

Try tounderstand students

Autumn sky withcomplicated cloudsin which it seems

that familiar shapescould be recognized

Know theirprofession

Autumn sky withclouds racing onebehind another

Arebefriended

withstudents onsocial media

Spring sky withbeautifully

placed clouds

2

[Question for theteacher] How do you

want to play thegame? Rather

privately or as ateacher?

As aprivateperson

A systemgenerated

picture – noadditional

augmentationneeded

As ateacher A wheel of colours

3

What is the best stylefor teachers in relationwith students? Being: Specialists

Like a schoolboard – withmathematicequations Sensitive

Wall with a poster of.two hands holding

each other FunnyWall full of comic

characters

Able tomaintaining

order

Bricks (close-up: abstract

pattern)

4

When you have aproblem online – towhom do you turn? Parent

Roof tiles (closeup: abstract

pattern) Teacher Cement PeerGlass roof – seenfrom the inside Internet

Glas roof –seen from the

outside

5

Does using newtechnologies duringclass always makes

sense? NeverClose-up of a

keyboard

Ratheronly

during ICTlessons

Close up of aprojected keyboard

Depends onthe decisionsand skills ofthe teacher

Close-up ofsomeone clicking

the keyboard Always

Close-up ofyoung and oldhands clickingthe keyboard

6How do you want tolearn? By means of Lecture

A mouth and aneye as in a

medicalhandbook

Experience

Hands and a brain asin a medicalhandbook

Creatingsomething

Hands as in amedical handbook Discussion

Severalmouths as in

a medicalhandbook

7

How should a teacherfind out whether allthat was presented

during the lesson wasunderstood? By

means of Exams

Very regular tiles– close-up

Discussion

Irregular tiles – close-up

Controlquestionsduring the

lesson

Very small tiles likean irregular mozaic

– close-up

8

In what kind of lessonactivities do you like

to participate?

Draw orbuild

somethingmanually

A paintbrushpainting – close-

up

Writesomethin

g

A pen writing text –no specific language

– close-up

Search forsomething

online

A computer screenwhile searching –

no specificcompany or resultsvisible – close-up

Movearound

A movinglandscape

(animation)

9How do you like to

work during lessons?Individuall

yOne abstract

person In groupsA group of abstract

persons

Collectivelywith the

whole classA horde of abstract

persons

Explanation of the augmentations

Question

Topic Augmentations - description Explanation

0 Sharingcharacteri

stics

A tickertape will present the data that are filled out. Atickertape is a field with text flowing from right to left. Think

CNN. The information is not stored in any other way, it isthere only as session information. If you start the game up

again it will be gone.

An identifier is a characteristic that helps to identify you likename, age, town of residence and school. By sharing these

there is a major chance that they will become visible forothers too. The tickertape represents throughout the game

the information that you share.

1 Ideal classroom

1a - A summery blue sky with a little cloud hardly moving(animation)

1b - Autumn sky with complicated clouds in which it seemsthat familiar shapes could be recognized

1c - Autumn sky with clouds racing one behind another(animation)

1d - Spring sky with beautifully placed clouds

A. The simple, near still cloud at a clear sky indicates that theapproach is almost carefree.

B. The clouds have appearantly recognizable forms to indicatethat we might interpret others but never know to the end

whether our interpretation is right.C. The racing clouds symbolize the teacher pace of having to

keep up as a specialist.D. The spring sky is a cliche for upcoming beautiful times.

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2 Ideal classroom

2a - A system generated picture – no additionalaugmentation needed

2b – A wheel of colours

B. The wheel of colours represents the numerous aspects thatcharacterize being a teacher while at the same time being a

symbol rather than a person.

3 Ideal classroom

3a - Like a school board – with mathematic equations3b - Wall with a poster of two hands holding each other

3c - Wall full of comic characters3d - Bricks (close-up: abstract pattern)

A. The school board stands for traditional teaching.B. The hands holding eachother stand for friendship.

C. Cartoons represent lightness, entertainment.D. Bricks stand for order, discipline. Think Pink Floyd.

4 Ideal classroom

4a - Roof tiles (close up: abstract pattern)4b - Cement

4c - Glass roof – seen from the inside4d - Glas roof – seen from the outside

A. Roof tiles stand for „home”.B. Cements rpresents the empathetic teacher who keeps

different spheres of life together.C. The glass roof symbolizes transparancy. The look from the

inside symbolizes a common starting point.D. The glass roof symbolizes transparancy. The look from the

outside symbolizes a common aim.

5 Ideal classroom

5a - Close-up of a keyboard5b - Close up of a projected keyboard

5c - Close-up of someone clicking the keyboard (animation)5d - Close-up of young and old hands clicking the keyboard

(animation)

A. The keyboard is not in use – no ICT is used.B. The projected keyboard stands for advanced technology.C. Someone clicking means the teacher themselves clicking.

D. Several hands clicking stands for the use by all of ICT.

6 Ideal classroom

6a - A mouth and an eye as in a medical handbook6b - Hands and a brain as in a medical handbook

6c - Hands as in a medical handbook6d - Several mouths as in a medical handbook

A. A lecture consists of someone speaking – the mouth – andthe audience listening and observing – the eyes – what is

being demonstrated.B. The hands symbolize doing something. The brain stands for

thinking.C. The hands symbolize doing something.

D. The mouths represent multiple persons speaking.

7 Ideal classroom

7a - Very regular tiles – close-up7b - Irregular tiles – close-up

7c - Very small tiles like an irregular mozaic – close-up

A. Regular tiles symbolize neatly following the pattern.B. Irregular tiles represent the unpredictability of a discussion.C. The small and irregular tiles stand for detailed information

that is being discussed in an unpredicatable interaction astriggered by control questions (diagnostic questions).

8 Ideal classroom

8a - A paintbrush painting – close-up (animation)8b - A pen writing text – no specific language – close-up

(animation)8c - A computer screen while searching – no specific

company or results visible – close-up (animation)8d – A moving landscape (animation)

A. Symbol for creativity.B. Symbol for writing.

C. Symbol for online search.D. The moving landscape represents the view we would have

when running .

9 Ideal classroom

9a - One abstract person (animation)9b - A group of abstract persons (animation)9c - A horde of abstract persons (animation)

A. B. C. speak for themselves.

Preparing the game

Prerequisites

Computer with a webcam (preferably a PC since the installation of Silverlight on a MAC can be moretroublesome)

Browser with MS Silverlight 5 plug-in 2+ GHz CPU 1+ GB RAM Internet connection Digiboard (or beamer with projection screen)

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SilverlightThe IDentifEYE game has been developed as a MS Silverlight application. In order to be able to play the game, the user must have a browser, preferably with the latest, MS Silverlight plug-in installed. The installedversion of the plug-in must at least support MS Silverlight version 5.

If you have a previous version of MS Silverlight installed, please de-install it completely before installing the latest version.

MS Silverlight plug-ins are available for both Windows and OSX, as well as for a multitude of browsers. IDentifEYE does not require a specific platform or a specific browser. Given the fact that Silverlight is a Microsoft product though, best results will likely be obtained on a Windows machine, using Internet Explorer. Only the Internet Explorer version of the Silverlight plug-in has the necessary hardware acceleration for graphics operations.

IDentifEYE has been tested on both Windows and OSX, using Internet Explorer, Chrome and Safari (OSX only). Chrome no longer supports Silverlight.

Silverlight can be downloaded free from: http://www.microsoft.com/getsilverlight/Get-Started/Install/Default.aspx Installation instructions are provided on the same page. After installation, the user should be able to start the IDentifEYE game right away by visiting the url.

Mac Users should completed delete all earlier versions of Silverlight before installing V4 or V5.

WebcamIn terms of hardware, IDentifEYE does not impose any restrictions, other than the requirement of a webcam. These days, most webcams are close to HD resolution. For performance reasons though, IDentifEYE works with 320x240 screen captures. As long as the webcam supports that lower limit, it will suffice for playing the game.

CPUThe CPU is the abbreviation for central processing unit. Sometimes referred to simply as the central processor, but more commonly called processor, the CPU is the brains of the computer where most calculations take place. In terms of computing power, the CPU is the most important element of a computersystem.

In theory, wherever the Silverlight plug-in runs, IDentifEYE will run. However, as IDentifEYE’s core functionalities are all centered around the face detection, face tracking, augmentation and marker detection -- which are all computationally (very) demanding operations -- it is recommended to have a powerful CPU. What a powerful CPU is depends on the used platform and what other processes are runningon the machine at the same time, so it can’t be specified.

Great results have been obtained with Intel 2 GHz and up CPU’s. The effect of lesser CPU’s will be that the machine’s CPU usage will peek while playing the game, and the cooler fan will probably spin up. During tests, only when using an Intel Atom powered netbook, noticeable glitches in the game operations were detected.

RAMRAM is the acronym for random access memory, a type of computer memory that can be accessed randomly; that is, any byte of memory can be accessed without touching the preceding bytes. RAM is the most common type of memory found in computers and other electronic devices.

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In terms of RAM, the IDentifEYE game can be pretty demanding. Due to the graphical nature of the game, many images will be held in the memory at any one time while playing. Based on tests, a lower limit of 1 GBof RAM was determined. Keep in mind, that other processes running on the same machine as the browser will also consume RAM and might lead to a higher overall RAM usage.

Not having enough RAM available while playing the game will result in hard disk swapping -- orchestrated by the operating system -- and ultimately creating unwanted visual side-effects (glitches).

Getting best results

Face detectionFace tracking in IDentifEYE is based on skin colour detection. In order to get best results, try to:

Face the camera whilst playing the game; Sit straight in front of the camera, centering the face in the view pane; Sit at about 80 centimeters away from the camera; Avoid multiple faces and/or other body parts (like hands) in the camera view; Arrange for clear ambient light, that:

o does not cast a lot of shadows onto the face; o does not cause bright highlights in the face, eyes or glasses;

Sit in front of a background of a non-skin color. Blue and green backgrounds work best.

When you play the game and augmentations become jumpy or fails completely, one of the following things is the matter:

There is insufficient light; There are other objects in the camera’s view that are assumed to be (potential) faces.

When you play the game and augmentations are projected all over the game’s screen you are probably sitting too close to the webcam.

Please make sure that when you show the marker to the webcam the whole marker is visible on the screen. Please show the marker only until you see an indication that the marker has been recognized. Showing the marker longer might cause the game to interpret the marker as the answer to the next question.

Tweaking face detectionIn order to adjust the game to your environment, please visit http://id -eye2 .ezzev.eu/?debug . Run the game up to the point that your camera is activated. In the frame where you see yourself you’ll find sliders atthe bottom. These are your controls to play with.

Now you can tweak what shades of color should be interpreted as skin tones. This is based on YCbCr color space (http://en.wikipedia.org/wiki/YCbCr) – as is the default for these kinds of applications.

On the screen you will see yellow sections – those are the detected skin tones. In red you’ll see what the game considers to be your head. Now you can change the values of the thresholds in such a way that only your head will be found and the section is not too jumpy. You will notice that the red section will have a delay versus the yellow section. This is a conscious decision. It makes the augmentation less jumpy.

Make sure you use the debug functionality on the face of the person who is to play the game!

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Once you have found the ideal setting for your environment, click “SAVE”. From that moment on the game settings will be stored on that particular computer, also outside of the debug-page. If you want to return to the default settings, just click DEFAULT and then SAVE.

Marker detectionTo some extent the 4 markers (ABCD) are not a very sensitive process and therefore should not cause marker detection errors. For best results however, avoid:

Displaying multiple markers at the same time; Holding markers in a way that fingers overlap the marker (the black border is part of the actual

marker).

When things go wrong

ImportantSilverlight applications run in a sandbox. This means that a Silverlight application cannot crash the browser, nor can it freely access resources on the user’s computer. If a problem occurs related to the stability of the browser, or to any other program or file on the user’s computer, IDentifEYE cannot be the cause!

Trouble shootingWhenever a user has problems starting or playing the game, please do the following:

Make sure the Silverlight plug-in is installed by visiting any other MS Silverlight based website, or directly by going to the previously mentioned download URL;

Make sure the user is not behind a firewall that blocks Silverlight applications (.XAP); XAP (pronounced ZAP) is the file extension for a Silverlight-based application package (.xap). This file contains the compressed assemblies and resources of a Silverlight 2 application.

Determine whether the currently signed in user has enough privileges to: o Download Silverlight games; o Execute Silverlight games;o Use the webcam.

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Silverlight will show a popup every time that an application wants to access the webcam. On that popup a user can choose to accept his choice. You should either not see the game URL on this tab, or see it with the above Allowed permissions. In case you read Deny there, please remove the permission and restart the browser. Next time, the same popup will be shown to ask for permission to access the webcam.

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If you see yourself in this format (page image can differ with platform) you know the webcam is working properly and the user has access permissions to use it.

The actual window lay-out of the Silverlight Preferences window and tabs may differ per operating system and plugin version.

Still having problemsSometimes, when the above doesn’t solve the experienced problems or lead you to a root cause, the following might help:

Uninstall Silverlight, then reinstall it; Clear the browsers cache; Add the game URL to the trusted sites of the browser.

Last resortWhen all above fails, please make a written note of the items below to assist the game developers to help you or rectify possible programme errors.

Computer (Make / CPU / RAM / Webcam); Operating System (including version); Browser (including version); Firewall (yes/no); Wifi or wired network; Is the user administrator on his/her computer (yes/no); A clear description of the problem;

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Screenshots of the problem screen (if applicable); Screenshot of the Silverlight Preferences tabs (context menu, right click on the game).

Please NoteNo data whatsoever are transferred to a server outside of the local machine on which the game is played. No data are requested by an external server, neither are data offered to an external server.

The personal data that are optionally entered at the beginning of the game are temporarily stored in the machine’s RAM during the game session. Those temporarily stored local data are cleared after the session by means of the ‘explicit content clear’ functionality that is part of the game software.

It can thus be guaranteed that no data that are entered in the IDentifEYE game are stored for whatever purposes, either externally or locally.

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Preparations for the copying of the game

Preparations on PC/Laptops (for Windows): Create an Azure account http://azure.microsoft.com/ or get access to an existing account Download and install Visual Studio (2013 – http://www.dobreprogramy.pl/Visual-Studio-

Ultimate,Program,Windows,12106.html; or 2015 - https://www.visualstudio.com/en-us/downloads/download-visual-studio-vs.aspx ). Attention! Depending on the software version you can be asked to install additional software.

Download and install Silverlight 4 SDK http://www.microsoft.com/en-us/download/details.aspx?id=7335

Download and install NuGet http://www.nuget.org/ Download and install Notepad++ https://notepad-plus-plus.org/download/ Download and install Silverlight 5: http://www.microsoft.com/silverlight/ Download and install an FTP client like: Total Commander

http://www.ghisler.com/download.htm or FileZilla https://filezilla-project.org/download.php?type=client

Online preparations (for an empty game, without any data like: questions, augmentations, texts): Go to http://manage.windowsazure.com/ Log in with your Azure credentials Click (on the bottom of the screen): NEW -> COMPUTE -> WEB APP -> QUICK CREATE Choose a URL, for instance: test-ezzev.azurewebsites.net Choose an app service plan Click CREATE WEB APP In a few moments your web app will be created Go to WEB SITES (by choosing in the toolbar on the left) Select your web app, i.e: test-ezzev Go to DASHBOARD Click on DOWNLOAD THE PUBLISH PROFILE Save the profile on your disk, please remember where you saved it. Click (on the bottom of the screen): NEW -> DATA SERVICES -> SQL DATABASE -> CUSTOM

CREATE Choose the name of the database, i.e.: TEST Choose a subscription (your subscription will be chosen by default), choose the BASIC

service tier, choose your server and click COMPLETE In few moments your database will be created

Online preparations (for a copy of an existing game, with all data like: questions, augmentations, texts):

Go to http://manage.windowsazure.com/ Log in with your Azure credentials Click (on the bottom of the screen): NEW -> COMPUTE -> WEB APP -> QUICK CREATE

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Choose a URL, for instance: test2-ezzev.azurewebsites.net Choose an app service plan Click CREATE WEB APP In a few moments your web app will be created Go to WEB SITES (by choosing in toolbar on the left) Select your web app, i.e: test-ezzev Go to DASHBOARD Click on DOWNLOAD THE PUBLISH PROFILE Save the profile on your disk, please remember where you saved it. Go to SQL DATABASES (by choosing in toolbar on the left) Chose an existing database with the game, i.e. ID-EYE Click COPY (on the bottom of the screen) Choose the name for the copy of the database, i.e. TEST2 Choose a server and click COMPLETE In few moments your database will be created

Copying of the game via FTP: Go to http://manage.windowsazure.com/ Go to WEB SITES (by choosing in toolbar on the left) Select your web app with the existing game, i.e. IDENTIFEYE Go to DASHBOARD Click on DOWNLOAD THE PUBLISH PROFILE Save the profile on your disk, please remember where you saved it. Open the profile via regular notepad or Notepad++ Look in the file for <publishProfile> for FTP (i.e. <publishProfile profileName="adt-ezzev -

FTP">) and copy to a different document: publishUrl (i.e.: ftp://waws-prod-am2-031.ftp.azurewebsites.windows.net/site/wwwroot ) userName (i.e.: adt-ezzev\$adt-ezzev) userPWD (i.e.: tixHYirlZwBLXBclupBD6SLHKRXwTozw9pPjmEAoaRnLRN3lji1mifwpprG4) Open your ftp client Create a new connection using the url without "ftp://" and "/site/wwwroot) so only waws-

prod-am2-031. ftp.azurewebsites.windows.net and provide your user name and password After you are logged in, copy all folders and data to your hard drive. After you are done, close the connection. Open the folder with downloaded files, go to: site\wwwroot\ and open the WEB.CONFIG

file with the Notepad++ Go to the section <connectionStrings> and find the line starting with "<add name", i.e.

<add name="IDentifEYE" connectionString="Data Source=tcp:lpqaf9z5zy.database.windows.net,1433;Initial Catalog=IDENTIFEYE;User ID=identifeye@lpqaf9z5zy;Password=!d3nt1f3y3" providerName="System.Data.SqlClient" />

Change the Initial Catalog name to the name of your database, i.e. TEST. So the string should look like <add name="IDentifEYE" connectionString="Data Source=tcp:lpqaf9z5zy.database.windows.net,1433;Initial Catalog=TEST;User ID=identifeye@lpqaf9z5zy;Password=!d3nt1f3y3"

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providerName="System.Data.SqlClient" /> Save the changes Now go back to http://manage.windowsazure.com/ Go to WEB SITES (by choosing in toolbar on the left) Select your web app created for the copy of the game,i.e. test-ezzev Go to DASHBOARD Click on DOWNLOAD THE PUBLISH PROFILE Save the profile on your disk, please remember where you saved it. Open the profile via regular notepad or Notepad++ Look in the file for and copy to a different document strings of characters for: publishUrl (i.e.: ftp://waws-prod-am2-031.ftp.azurewebsites.windows.net/site/wwwroot )

(Attention. It should be the same as used before) userName (i.e.: adt-ezzev\$adt-ezzev) userPWD (i.e.: tixHYirlZwBLXBclupBD6SLHKRXwTozw9pPjmEAoaRnLRN3lji1mifwpprG4) Open your ftp client Create a new connection using the url without "ftp://" and "/site/wwwroot) so only waws-

prod-am2-031. ftp.azurewebsites.windows.net and provided user name and password After you are logged in, upload from your disk all downloaded files to opened space When the upload is complete, you can close the ftp client. Now go to the game's url (i.e. test-ezzev.azurewebsites.net) and test your game

Copying the game via Visual Studio: Open the developer file of the project If you will be asked, please log into your Azure account If the file already has built a solution, click on it with right mouse button and choose

PUBLISH SOLUTION.If not, first click BUILD SOLUTION, from the BUILD menu When the publish window will open, click IMPORT in the PROFILE section Choose the downloaded publish profile When the CONNECTION section will open, you will see all login data extracted from the file. Click NEXT In the SETTINGS section choose a database created for this game Click PUBLISH The game will be uploaded to the site When the publishing will finish, your game url will be opened by the browser

Adding access to game's CMS: Locate the WEB.CONFIG file (either on an FTP server, or a copy on your computer) Go to section <authentication> Under <credentials> add new login and new password, i.e. <user name="test@test.com"

password="43v3r" /> Save the file If it's a local copy, log onto the FTP server, and replace it under "/site/wwwroot" Reload the CMS page in your web browser

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Useful links: http://blogs.msdn.com/b/kaushal/archive/2014/08/02/microsoft-azure-web-site-connect-

to-your-site-via-ftp-and-upload-download-files.aspx#comments http://blogs.technet.com/b/cbernier/archive/2013/09/24/deploy-your-web-application-to-

windows-azure-from-with-visual-studio.aspx http://www.asp.net/mvc/overview/getting-started/database-first-development/publish-to-

azure

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CREATING AN AR GAMEIntroIn this section you can find out how to use the IDentifEYE game CMS (Content Management System) to create your own Augmented Reality game.

In the IDentifEYE CMS the following game elements can be defined: Questions; Answers; Augmentations; Sounds; Ticker Tape texts; Static texts – blocks and pages; GUI (Graphic User Interface) labels.

All the language-based elements can be translated in the CMS in three languages besides the default English language. The default English language could be replaced by another language by overwriting it.

Log inGo to the game CMS online. Use the game URL that has been provided to you but now add /cms tothe address.Log-in information is required:

Username: [will be provided to you]; Password: [will be provided to you].

Creating questionsIn the CMS a maximum of twenty questions can be defined.To enter the question definition functionality you need to click on the navigation item Questions in the navigation bar at the top of the screen.

On the page that opens you can add questions (by means of the link: Add new question), edit an existing question by clicking on the question number as displayed to the left of a question and delete a question by clicking on the X symbol on the right of an existing question.

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All questions can be freely defined except for Q2. This is a system question that always triggers a photo to be taken (answer option A) or an augmentation to occur on the place where the photo would have been (answer option B). The place where the photo or the augmentation will appear isa system defined value and cannot be changed in the CMS.

Add new questionAfter clicking the link Add new question a new form opens. Here you need to define the question number – this defines the ranking order of the question. The question number will not be displayed in the game. It is advisable to add the number manually to the question as an indication of game progress.The field number needs to be in the range from 1 to 20. Field number 2 is taken by the system question.

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Then the question itself can be entered – in a maximum of four languages. The game’s default language is English but should an English version be absent the question will be displayed in the first available language – even when playing the game in English. This also holds for the other languages: should no question text be added in this language then the English translation of the question will be displayed.

NB This language logic applies for most fields in the CMS. Only when described otherwise the language fields below do not share this language logic.

Edit an existing questionAfter clicking the question number to the left of the question on the question overview page, an individual question can be edited.On this page the field number and the question itself can be edited in four languages.To save the changes, click SAVE.

Delete a questionBy clicking the X to the right of a question, individual questions can be deleted. After clicking the X a pop-up will appear requesting a confirmation.By deleting the question you will delete more than just the question. Also the associated answers, augmentations, sounds and Ticker Tape texts will be deleted. So be careful with this functionality.Question 2 is given. It is system defined and cannot be deleted.

AnswersOn the question overview page answer functionalities are opened up by clicking on the displayed answer option letters belonging to an individual question [A,B,C,D] or – if absent – by clicking on the three dots that are displayed under the header Answers.

On the individual answer page a maximum of four answers can be entered or edited. These answers are associated with the individual question that is displayed on the top of the page. The answer options can be entered in four languages.

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The default amount of four answers involves all questions except system question 2. System question 2 has a maximum of two. This is system defined and cannot be changed in the CMS.

The answers should be kept as concise as possible since the GUI space for them is very limited.There is no preview functionality. The only way to check whether the answers fit is by saving them and then loading the game. Be sure to first empty your browser cache. In the game GUI it will showwhether the answers fit or not.

Answer options also can be edited and deleted on the same page where you have entered them. You delete the answer option by just deleting your text and then SAVE the result. And you edit answer options by just editing them and clicking SAVE.

AugmentationsOn the question overview page augmentation functionalities are opened up by clicking on the displayed answer option letters belonging to an individual questions [A,B,C,D] or – if absent – by clicking on the three dots that are displayed under the header Augmentation.

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This opens a page containing an overview of the existing augmentations and their characteristics (type, layer number, permanent or not and static or not). On this page existing augmentations can be deleted.

When clicking on the letter placed before the individual augmentations [A,B,C,D] an individual augmentation page opens. On this page we can add or delete one or more augmentations, define the layer number of the augmentations, define whether it’s permanent and whether it follows the player’s head.Adding images is simple: one uploads images by means of the UPLOAD IMAGES button.

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Augmentations for the AR game are created in layers – like in Photoshop .PNG format, most preferably PNG-8; Resolution: 640 x 480; They take a template as their starting point:

The template layer is used to position the augmentation’s location vis-à-vis the future player’s head and to establish its relative size. When the augmentations are finished the template layer is NOT included in the end result.

They are created in mirror reverse.

If you add more than one image the game will display the images at a rate of 12 frames per secondin the following order of their alphanumerical file names. This means that you’ll need 12 images for one second of animation. The CMS automatically then changes its type from image to animation and adds the amount of uploaded images on the overview page.

The uploaded image(s) can be removed by clicking ticking their boxes and then clicking the SAVE button.

NB If the original images should be uploaded again as augmentations after they have been deleted before it is not sufficient to simply upload them again. The images should first be renamed.

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The layer number is simply entered. The higher the layer number the higher the augmentation is located on the screen – and the less chances it has to be blocked by a next augmentation on the same place.The highest layer number, 1000, is a system layer number for the pictures taken or the augmentation triggered by answering question 2.If you would choose a layer number that was already used before for an augmentation belonging to an earlier question it replaces the earlier augmentation. In the same way an augmentation linked to a later question that is given the same layer number as the current one will replace the current one.

By ticking the box “Augmentation stays until it's layer is recycled.” you’ll create an augmentation that is permanent. Not ticking the box means the augmentation is only temporary.By the ticking the box “Augmentation should not follow the user's face.” you’ll create an augmentation that remains static at the same place on the screen. Not ticking the box means that the augmentation will follow the user’s face.

The last element to add on this page is sound. A sound file can be uploaded here simply by clicking the UPLOAD AUDIO button. The sound will be released accompanying the augmentation and will last until the player chooses a next answer in the game.

NB Be careful with heavy sound files. They might seriously interfere with the game’s performance.

Ticker Tape textA next option to add to an answer option – besides augmentation and sound – is a Ticker Tape text. The Ticker Tape is a flowing text field displaying texts at the top of the player’s game screen. Ticker Tape texts are permanent.On the question overview page Ticker Tape text functionalities are opened up by clicking on the displayed Ticker Tape texts belonging to an individual question or – if absent – by clicking on the three dots that are displayed under the header Ticker Tape Text.

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On this page a new Ticker Tape text can be added or existing Ticker Tape texts can be edited or deleted.

Add a new Ticker Tape textA new Ticker Tape text can be added by clicking on the Add new ticker tape text link on the Ticker Tape text overview page. On the form that opens now an answer option needs to be chosen with which the Ticker Tape text will be associated. Then the new Ticker Tape text can be entered in four languages.

Editing an existing Ticker Tape textOn the Ticker Tape text overview page all existing Ticker Tape texts are displayed. By clicking on thedisplayed answer option letters belonging to an individual question [A,B,C,D] or – if absent – by clicking on the three dots that are displayed under the header Ticker Tape Text an individual Ticker Tape text editing page opens. On this page a text edited by just editing them and clicking SAVE.

Deleting an existing Ticker Tape textOn the Ticker Tape text overview page all existing Ticker Tape texts are displayed with an X to the right of them. Clicking that X will delete the text in all four languages. By clicking on the letter [A,B,C,D] to the left of the ticker tape text line on the individual ticker tape text page linked to an individual answer a page opens where the entered ticker tape text can be deleted – if followed by clicking the SAVE button.

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Static TextsStatic texts are larger text fields that are displayed at the IDentifEYE game site. These static texts consist of static text pages that can be opened by the player by clicking a link on the game site and of text blocks on the opening screen of the game.The static texts editor can be entered by clicking the navigation item Texts in the in the navigation bar above.

After clicking the navigation item Texts a static texts overview page opens. Here all the static texts are displayed as fields belonging to system codes. Next to it are the static texts in a maximum of four languages.

If no texts are defined the system code itself will be displayed at the place where the static text would have been displayed had they be defined.To enter, edit or delete a static text one should click on the system code. Now an individual static text page opens in which the text can be entered, edited or deleted in a maximum of four languages.

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The static pages have an additional option. The individual text pages also allow for uploading an image and editing or deleting this image.

LabelsLabels are short texts as displayed in the IDentifEYE site and game GUI. These include button texts, headers, labels and titles.The labels should be kept as concise as possible since the GUI space for them is very limited.There is no preview functionality. The only way to check whether the labels fit is by saving them and then loading the game – first empty your browser cache. In the game GUI it will show whetherthe labels fit or not.The labels editor can be entered by clicking the navigation item Labels in the in the navigation bar at the top of the screen.

After clicking the navigation item Labels a labels overview page opens. Here all the labels are displayed as fields belonging to system codes. Next to it are the labels in a maximum of four languages.

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On this page labels can be added, edited or deleted for a maximum of four languages. One just needs to add, edit or delete a text and click the SAVE button.If no texts are defined the system code itself will be displayed at the place where the label would have been displayed had it be defined.

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IDentifEYE WORKSHOP – DECLARATION OF CONSENT PARTICIPATION AND USEOF IMAGE

I, the undersigned, agree to participate in the workshop based on the educational European projectIDentifEYE [2013-1-GR1-LEO05-13907] - realized within the Lifelong Learning Programme LEONARDO DAVINCI – and agree to be registered in audio, video and photo format while performing activities during theworkshops and events.

During the IDentifEYE workshop participants will create, implement and evaluate 45-minuteslessons plans for students aged 8-14 that enhance student resilience to deal with online experiences – andthereby enhances student online safety – while at the same time empowering a conscious, creative andcritical stance by students as evolving responsible citizens. Important tools to achieve this are anAugmented Reality game, interactive didactics and elements of prophylactics.

Registered materials will be used for non-commercial purposes only on the Internet and inelectronic and in printed media. I declare my consent to the publication of my activities, statements andimages (photos, videos).

I agree to the processing of my personal data – and the publishing of my first, last name, professionand country of residence –for research purposes and purposes associated with media education.

More about ID-EYE project can be found at the project website: http://www.id-eye.eu.

PARTICIPANT NAME

NAME OF LEGAL CUSTODIAN (IF APPLIABLE)CONTACTDATA

TELEPHONE E-MAIL

SIGNATURE DATE/ PLACE

[INSERT YOUR ORGANIZATION NAME, LOGO, CONTACT DATA]

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INSTRUCTOR EVALUATION

After the workshopHow many teachers stated in their evaluation form that during their implementation lesson they made a positive impact on:

#POSITIVE IMPACT OUT OF HOW MANY PARTICIPANTS

THEIR TEACHINGTHEIR STUDENTSSTUDENT ONLINE SAFETY

How many teachers stated that they will use workshop good practices again?INDIVIDUAL WORKSHOP GOOD PRACTICE

# WILL USE AGAIN # WILL NEVER USE AGAIN

List of Best Practices and Lessons LearnedBEST PRACTICES LESSONS LEARNED

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How do you assess the workshop impact on teachers, students and student online safety?IMPACT ON 1 – Very

negative2 - Negative

3 - Neutral

4 - Positive

5 – Very positive

TEACHERSSTUDENTSSTUDENT ONLINE SAFETY

After a few monthsHow many teachers are still using workshop good practices?INDIVIDUAL WORKSHOP GOOD PRACTICE #TEACHERS STILL USING IT

How many teachers have tried out workshop good practices after the workshop that they have nottried out during their individual implementation lesson?INDIVIDUAL WORKSHOP GOOD PRACTICE #TEACHERS TRIED OUT AFTER THE

WORKSHOP

How do you assess the workshop impact on teachers, students and student online safety?IMPACT ON 1 – Very

negative2 - Negative

3 - Neutral

4 - Positive

5 – Very positive

TEACHERSSTUDENTSSTUDENT ONLINE SAFETY

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WORKSHOP DOCUMENTS

In this section you’ll find the documents you’ll need during your workshop with your participants. The WORKSHOP POWERPOINT is a visual support for your participants to keep track of your themes. In each session description you’ll find a table that tells you which slide to show when.The SUCCESS CRITERIA document is to make your participants understand what they should be able to do after each session. The explicit criteria should help your participants focus on which partof your transfer of knowledge and skills is essential to them.The GOOD PRACTICES overviews for the workshop modules on four levels are to serve as a big basket from which your participants will pick at least one for each level to implement in their own implementation lesson.The GAME MARKERS you will need to play the game. The GAME TASK is important to understand for teachers of students in age group 8-11. You should tell them that the task consists of students drawing their own online identity, inspired by the game. You could let the teachers try out the task by asking them to draw their online identities, either in forms or by means of words. Also let the participants get acquainted with the GAME QUESTIONNAIRE that students are to fill out after having played the game.The LESSON PLAN template is of utmost importance because your participants are to spend a part of the third and the fourth session filling this out. Since you are to give them support, you should be very familiar with the template.The EVALUATION documents are also of great importance, because they will be the feedback from the teachers to you about their implementation lessons. The EVALUATION document itself concerns teachers only. The IMPLEMENTATION EVALUATION CRITERIA document concerns both your teachers and their students.The last document, the CERTIFICATE, is to be personalized by you for all your participants and serves as recognition of your participants’ efforts and progress in the workshop.

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WORKSHOP PRESENTATION 8-11

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WORKSHOP PRESENTATION 12-14

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SUCCESS CRITERIA

SESSION 1[8-11] You are able to explain the impact effects of identity labels and learning types on three levels: your teaching, your students and student online safety.[12-14] You are able to explain the impact effects of identity labels and the concept of “liquid life” on three levels: your teaching, your students and student online safety.

SESSION 2You are able to explain the impact effects of interactive didactics and prophylactics on three levels: their teaching, their students and student online safety.

SESSION 3You are able to explain the impact effects of educational technologies and the AR game on three levels: your teaching, your students and student online safety.

SESSION 4You are able to write down hypotheses on the impact effects of your lesson plan on three levels: your teaching, your students and student online safety.

IMPLEMENTATION SESSIONYou are able to test the impact effects of your lesson plan on three levels: your teaching, your students and student online safety.

SESSION 5You are able to evaluate the impact effects of your lesson plan on three levels: your teaching, your students and student online safety.

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LEVEL 1 GOOD PRACTICESAge group 8-11

Identity labels Good Practices Let students repeat and understand the following three sentences:

o Sometimes I make mistakes; o Sometimes my motivation is egoistic; o I am part of the problem.

And explain the sense behind it. Ask your students whether they agree or not and how they feel saying these sentences.

Give students feedback and let them distinguish between coaching and evaluation; Give students evaluation and let them distinguish between assessment, consequences and

judgment; Have students create a second scoring card to record how they reacted to a first situation.

Learning type Good Practices Make students aware what kind of learners they are; Allow for failure in learning; Create a situation of “flow”:

o Present them with a task that challenges available skills but is within reach;o State clear goals;o The effect: concentration, loss of self-consciousness, loss of feeling of time.

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LEVEL 1 GOOD PRACTICESAge group 12-14

Identity labels Good Practices Let students repeat and understand the following three sentences:

o Sometimes I make mistakes; o Sometimes my motivation is egoistic; o I am part of the problem.

And explain the sense behind it. Ask your students whether they agree or not and how they feel saying these sentences.

Give students feedback and let them distinguish between coaching and evaluation; Give students evaluation and let them distinguish between assessment, consequences and

judgment; Have students create a second scoring card to record how they reacted to a first situation.

“Liquid life” Good PracticesThe only way to have a chance on self-respect is by gaining civil skills that facilitate us in living with Others:

Conducting a dialogue; Conducting a negotiation; Gaining mutual understanding; Managing and resolving conflicts; Being able to learn and to react to new situations.

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LEVEL 2 GOOD PRACTICESAge groups 8-11; 12-14

Interactive didactics Good Practices Ask diagnostic questions during the lesson; Let students indicate whether they still follow you; if not let another student explain who

indicate they still follow; Not the typical students’ “hands in the air” decides which students answer a question but a

random selection by drawing.

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LEVEL 3 GOOD PRACTICESAge group 8-11

Prophylactics Good Practices Use interactive methods, in which the teacher initiates the interaction and engages the

children. The children are active participants and influence the course of interaction. Forinstance the Project-based Learning Method.

Activities in which the teacher acts as an adviser, friend or mentor and only coordinatesand moderates ideas, plans and activities formed by the students themselves are the mosteffective ones.

Based on the diagnosis of students the teacher plans what skills they should gain andexperience during the project. The teacher implies a very clear and specific educationalaim.

Implement elements such as: discussion, brainstorm, task division, summary of eachimplementation stage, evaluation of the whole project, discussion on lessons learned.

It is essential to sustain the motivation and faith of students, the faith of the teacher in thepossibilities of the children helps them to endure failure, learn from mistakes and thuslearn persistence.

„Treat yourself as a tool” – this applies to the teacher self-improvement process – as a toolyou need to improve - so develop and train yourself, take care of your professional skillsand develop skills useful for working with young people. This assumption can also haveanother aspect - if you can convince young people to this approach at an early age, theywill learn the value and power of self-development.

“I’m part of the problem” - this approach to oneself should greatly facilitate your work andcause more credibility as an adult in relationships with children. It is a difficult approach toyour work, because it assumes that in most problematic student situations you can have adistinct contribution - not necessarily a positive one. For example, if a student does notunderstand the lesson/ topic, analyze what you do or don’t do to cause a lack of progressbefore you will give them a grade. This teacher attitude builds in the child a sense of justice,faith in adults and increases their self-esteem (as a young individual who is treated as asubject, and not as an object).

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LEVEL 3 GOOD PRACTICESAge group 12-14

Prophylactics Good Practices Use interactive methods, in which the teacher initiates the interaction and engages the

children. The children are active participants and influence the course of interaction. Forinstance the Project-based Learning Method.

Activities in which the teacher acts as an adviser, friend or mentor and only coordinatesand moderates ideas, plans and activities formed by the students themselves are the mosteffective ones.

Based on the diagnosis of students the teacher plans what skills they should gain andexperience during the project. The teacher implies a very clear and specific educationalaim.

Implement elements such as: discussion, brainstorm, task division, summary of eachimplementation stage, evaluation of the whole project, discussion on lessons learned.

Young people need to confront their ideas with adults – therefore you should not avoid"difficult issues".

It is essential to sustain the motivation and faith of students, the faith of the teacher in thepossibilities of the children helps them to endure failure, learn from mistakes and thuslearn persistence.

„Treat yourself as a tool” – this applies to the teacher self-improvement process – as a toolyou need to improve - so develop and train yourself, take care of your professional skillsand develop skills useful for working with young people. This assumption can also haveanother aspect - if you can convince young people to this approach at an early age, theywill learn the value and power of self-development.

“I’m part of the problem” - this approach to oneself should greatly facilitate your work andcause more credibility as an adult in relationships with children. It is a difficult approach toyour work, because it assumes that in most problematic student situations you can have adistinct contribution - not necessarily a positive one. For example, if a student does notunderstand the lesson/ topic, analyze what you do or don’t do to cause a lack of progressbefore you will give them a grade. This teacher attitude builds in the child a sense of justice,faith in adults and increases their self-esteem (as a young individual who is treated as asubject, and not as an object).

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LEVEL 4 GOOD PRACTICESAge groups 8-11; 12-14

Education technology Good PracticesWEB 2.0 TOOLS TOOLS & SUGGESTED USE

Blogs Blogger: Professional e-portfolio www.blogger.com Wordpress: Professional e-portfolio www.wordpress.org

Wikis Wikipedia: Info management and sharing www.wikipedia.org

Tagging and social bookmarking applications

Delicious: Info management and sharing www.delicious.com

Diigo: Info management and sharing www.diigo.com

Social networks

LinkedIn: Personal and professional networks www.linkedin.com

Instagram: Personal and professional networks www.instagram.com

Twitter: Personal and professional networks www.twitter.com

Google+: Personal and professional networks www.plus.google.com

Multimedia sharing

Edmodo: Info management and sharing www.edmodo.com

Fotobabble: Communication skills development www.fotobabble.com

Vimeo: Info management and sharing www.vimeo.com

Audio blogging and podcasting

AudioBoo: Communication skills development www.audioboo.fm

iPadio: Communication skills development www.ipadio.com

Collaboration & Communication services

Google Docs: Effective collaboration www.drive.google.com

Google Drive: Effective collaboration www.drive.google.com

Dropbox: Effective collaboration www.dropbox.com YouTube: Info management and sharing

www.youtube.com Clilstore: Communication without barriers

www.multidict.net Skype: Communication without barriers

www.skype.com WhatsApp: Communication without barriers

www.whatsapp.com

Aggregation services Khan Academy: Info management and sharing www.khanacademy.org

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Google Maps: Info management and sharing www.google.com/maps

Scoop.it: Info management and sharing www.scoop.it Paper.li: Info management and sharing www.paper.li Google Alerts: Info management and sharing

www.google.com/alerts

Office-like applications

Mind24: Engaging presentations www.mind24.com Prezi: Engaging presentations www.prezi.com Screenr: Engaging presentations www.screenr.com Slideshare: Engaging presentations www.slideshare.net GoAnimate: Engaging presentations

www.goanimate.com

Reflection tools IDentifEYE AR game: Serous game 8-11: http://identifeye.ezzev.eu/ 12-14: http://id -eye2 .ezzev.eu/

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AR MARKERS

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IDentifEYE WORKSHOP - AR game task

AGE GROUP: 8-11 FIRST NAME AND FAMILY NAMECLASS AGE PLACE/

DATE

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IDentifEYE WORKSHOP - AR game questionnaire

Age group: 8-11 / 12-14 FIRST NAME AND FAMILY NAMECLASS AGE PLACE/ DATE

QUESTIONNAIRE QUESTIONS 1 What use does this kind of Augmented Reality game have during the lesson? /Please

answer in one sentence /

2 What do you think about the game? /Mark with X one of four possibilities/:boring innovative exciting interesting

3 Were the questions in the game understandable for you? /Mark with X one of three possibilities/:

yes no partially4 Were the symbols in the game understandable for you? /Mark with X one of three possibilities/:

yes no partially5 Would you be willing to play this game again? /Mark with X one of three possibilities/:

yes no don’t knowWhy (not)? /Please answer in one sentence/

6 Were you more than usually engaged in the course and the theme of this lesson?/Mark with X one of three possibilities/:

yes no don’t know7 Do you feel co-responsible for your learning? /Mark with X one of three possibilities/:

yes no don’t know8 If you have any remarks – please write them here:

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LESSON PLAN (45 minutes duration)

Age group: 8-11

FIRST AND LAST NAMESCHOOLDATEEMAIL ADDRESS

LESSON NAME

CURRICULAR EXTRA-CURRICULARIF CURRICULAR WHAT SUBJECT

CHALLENGE/ OPPORTUNITY

LEARNING OBJECTIVES

SUCCESS CRITERIA

GOOD PRACTICES CHOSENLEVEL 1 – SUBJECTS

LEVEL 2 – DIDACTICS

LEVEL 3 – PROPHYLACTICS

INCLUDING AR GAME YES NOIF NO WHY NOT

IF NOT WHAT EDTECH

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PLANNED IMPACTON MY TEACHING

ON MY STUDENTS

ON STUDENT ONLINE SAFETY

ASSESSMENT TYPES

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LESSON PLANDESCRIPTION

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TEACHER EVALUATION

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EVALUATION

FIRST AND LAST NAMESCHOOLDATEEMAIL ADDRESS

LESSON NAME

HOW WAS YOUR CHALLENGE/ OPPORTUNITY ADDRESSED?

ASSESSMENTRESULTS

LESSON IMPACT ON YOUR TEACHING

LESSON IMPACT ON YOUR STUDENTS

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LESSON IMPACT ON STUDENT ONLINE SAFETY

WHICH GOOD PRACTICE WILL YOU USE AGAIN?

WHICH GOOD PRACTICE WILL YOU NEVER USE AGAIN?

DID YOU MEET YOUR LEARNING OBJECTIVES MEASURED AGAINST YOUR SUCCESS CRITERIA?

ADDITIONAL REMARKS

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TEACHER EVALUATION TOOLS

For your studentsCreate a questionnaire with the following multiple choice questions measuring the broadness of identity labels (questions 1 – 3), the fixedness of mindsets (question 4, for age group 8-11), the level of tolerance for otherness (question 4, for age group 12-14). Hand these out at the start of the implementation lesson.

Q1 From time to time I make mistakes. Agree/ Don’t agree.Q2 From time to time my motivation is selfish. Agree/ Don’t agree.Q3 If there is a problem, I’m part of it. Agree/ Don’t agree.Q4 [8-11] It’s a good thing to fail from time to time. Agree/ Don’t agree.Q4 [12-14] I have the skills to communicate with people who have a completely different

opinion than I have. Agree/ Don’t agree.

Count the amount of “Agree”s and take this score as point zero. Then ask the same questions at the end of the implementation lesson. Again count the amount of “Agree”s and take this score as point one. The amount of “Agrees” at point one should at least be 10% higher. Enter the results in the evaluation template under the section: “Lesson impact on your students”.

Student online safetyAdd to the questionnaire one question on online safety:

Q5 Rate the following on a scale from 1 (don’t agree at all) to 5 (very much agree): if something bad happens online I’ll know what to do.

Ask the same questions at the end of the implementation lesson. Enter the results in the evaluation template under the section: “Lesson impact on student online safety”.

For you [the teacher]Rate the expected positive impact of the following elements on a scale from “1” (very low expectations) to “5” (very high expectations) before your implementation lesson:

Identity theory; Interactive didactics; Prophylactics; Augmented Reality.

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These ratings are your point zero. After the implementation lesson but before you fill out the evaluation template rate the elements again, but this time on experienced positive impact:

Identity theory; Interactive didactics; Prophylactics; Augmented Reality.

These ratings are your point one. Now enter both scores in the evaluation template under the section: “Lesson impact on your teaching”.

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Project title: Augmented Reality towards better understanding of Online Identities - IDentifEYE –2013-1-GR1-LEO05-13907

CERTIFICATE OF WORKSHOP ATTENDANCE

In the IDentifEYE workshop participants learn to create, implement and evaluate 45-minutes lessonsplans for students aged 8 -14 that enhance student resilience to deal with online experiences – andthereby enhances student online safety – while at the same time empowering a conscious, creative

and critical stance by students as evolving responsible citizens. Important tools to achieve this are anAugmented Reality game, interactive didactics and elements of prophylactics.

The workshop is based on the educational European project IDentifEYE [2013-1-GR1-LEO05-13907] -realized within the Lifelong Learning Programme LEONARDO DA VINCI. The workshop was piloted in

Greece, Poland, Spain and Lithuania. It originated in Cyprus and the Netherlands.

More about ID-EYE project can be found at the project website: http://www.id-eye.eu.

PARTICIPANT NAME

DATE

PLACE

INSTRUCTOR NAME

INSTRUCTOR SIGNATURE

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PROJECT PARTNERS

CrystalClearSoft (Greece)http://www.ccseducation.com/

CrystalClearSoft (CCS) was founded in 2005 by a group of teachers and technologists who recognized the benefits that new technologies can bring to both teachers and learners of all ages. The mission of CCS is to propel the teaching-learning process into a new era, increasing its effectiveness through the use of specially structured technologies.

Ezzev Foundation (The Netherlands)http://www.ezzev.eu/

EZZEV Foundation (EF) is a small non-profit foundation that stimulates youngsters’ awareness on their online rights and on the effects of their online presence, as well as technologies that enable on-topic communication with youngsters. EF was founded in 2005.

Cosmic Innovations (Cyprus)http://www.cosmic-innovations.eu/

COSMIC INNOVATIONS (COIN) is a very dynamic consultancy offering a vast range of services bridging the gap between the commercial and public/EU funding ecosystems.

COIN’s service provision ranges from business development and public funding acquisition to custom implementation, training and technology transfer. All services are offered with focus on high quality of results which is what separates COIN from most consultancies that distance themselves from technical implementations leaving their customers exposed.

Fundacja Citizen Project (Poland)http://www.foundationcitizenproject.eu/home/

The Citizen Project Foundation (FCP) is a small non-profit foundation. It aims to empower civil society by promoting new media skills, new didactics and civil skills among Polish and European citizens. The foundation functions as a network organization, cooperating with volunteers, experts and institutions such as schools and local government organizations alike.

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Gdańskie Centrum Profilaktyki Uzależnień (Poland)http://www.gcpu.pl/

The Gdansk Centre for Addiction Prevention (GCPU) was created by the Gdansk local government to initiate, realizeand coordinate actions in the field of addiction prevention.

Within the GCPU there is one team specialized in school and extracurricular prevention, psychological or pedagogichelp, while a second team undertakes activities associatedwith education, providing training information and organizing campaigns to raise social awareness, knowledge and a sense of responsibility conducted in cooperation with the police and local media on behalf of the Gdansk mayor.

The mission of GCPU is the improvment of the quality of life of Gdansk inhabitants through the reduction of problems connected with addictions and family violence.The organization cooperates with groups of professional and social workers, NGOs, schools and public institutions.

Viešoji įstaiga JAUNIMO KARJEROS CENTRAS (Lithuania)www.karjeroscentras.eu

JKC is non-governmental, non-profit organisation with more than 10 years' experience supporting youth and adults through non-formal education programmes and guidance services. It aims to meet public needs through educational, scientific, cultural, social and legal initiatives. JKC has 5 permanent staff members and a strong network of trainers, experts, consultants and advisers providing education and guidance all around the country.Since 2001 JKC actively works with teachers and educational support staff (psychologists, social pedagogues, etc.) in order to equip them with knowledge and skills and provide them resources necessary for expanding lifelong learning and guidance opportunities in their schools. As the accredited in-service teacher training institution it constantly implements projects for development of teaching/learning tools and resources anddelivering in-service trainings, which could contribute to the successful guidance and skills development in educational system.

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Fundación Privada Joan XXIIIhttp://www.cetei.info http://www.j23.fje.edu/

The CETEI, under Joan XXIII Foundation is a center of technological innovation that creates new opportunities for personal and professional development throughout long life learning, creates synergies between training and employment and improving competitiveness and businessproductivity.

The CETEI acts as comprehensive provision and management of projects in education center to boost innovation and profound change in schools and institutions in their transformation challenges and improve their professional skills.

It is divided into four areas:- Pedagogical Innovation- Application of ICT in the classroom- Leadership techno-pedagogical- Educational consulting services.

The CETEI is the Jesuitas Educación Foundation and its center’s node of educational innovation through ICT and the Internet. CETEI also offers educational innovation in teaching and learning methodologies, transformation and change of schools services.

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SUPPORTING PARTNERS

Gdańskhttp://www.gdansk.pl/

Ateneum Szkoła Wyższa w Gdańskuhttp://ateneum.edu.pl/

Szkoła Podstawowa nr 21 w Gdańsku Primary School no. 21 in Gdansk

www.sp21.to.pl

Szkoła Podstawowa nr 57 w Gdańsku Primary School no. 57 in Gdansk

www.sp57gda.pl

Szkoła Podstawowa nr 75 w Gdańsku Primary School no. 75 in Gdansk www.zssio.eu/szkolapodstawowa

Szkoła Podstawowa nr 79 w GdańskuPrimary School no. 79 in Gdansk

www.sp79.gda.pl

Gimnazjum nr 2 w Gdańsku Secondary School no. 2 in Gdansk

www.gim2.gda.pl

Gimnazjum nr 10 w Gdańsku Secondary School no. 10 in Gdansk

www.gim10.edu.pl

Gimnazjum nr 25 w Gdańsku Secondary School no. 25 in Gdansk

www.gimnazjum25.pl

105ο ΔΗΜΟΤΙΚΟ ΣΧΟΛΕΙΟ ΑΘΗΝΩΝ 105st Primary School of Athens

JESUITAS BELLVITGE BELLVITGE JESUIT

http://www.joan23.fje.edu/

JESUITAS CASP. SAGRAT COR DE JESUS CASP JESUIT. JESUS' SACRED HEART

http://www.casp.fje.edu/

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JESUITAS EL CLOT. ESCOLA DEL CLOT CLOT JESUIT. CLOT SCHOOL http://www.clot.fje.edu/

JESUITES GRÀCIA. ESCOLA KOTSKA GRÀCIA JESUIT. KOTSKA SCHOOL

http://www.kostka.fje.edu/

JESUITES POBLE SEC. ESCOLA SANT PERE CLAVER POBLE SEC JESUIT. SANT PERE CLAVER SCHOOL

http://www.spclaver.fje.edu/

JESUITES SANT GERVASI. ESCOLA INFANT JESUS SANT GERVASI JESUIT. JESUS SCHOOL

http://www.santgervasi.fje.edu/

JESUITES SARRIA. SANT IGNASI. SARRIA JESUIT. SANT IGNASI

http://www.santignasi.fje.edu/ Kauno Simono Daukanto vidurinė mokykla Kaunas Simonas Daukantas middle school

http://www.daukantas.kaunas.lm.lt/

Prienų rajono Veiverių Tomo Žilinsko gimnazija Prienai disctric of Veiveriai Tomas Zilinskas

gymnasium http://www.vtzg.lt /

Kauno Rokų gimnazija Kaunas Rokai gymnasium

Raseinių rajono Nemakščių Martyno Mažvydogimnazija

Raseiniai district of Nemaksciai MartynasMazvydas gymnasium

www.nemaksciugimnazija.lt

KTU Vaižganto progimnazija KTU Vaizgantas pro-gymnasium

www.ktuprogimnazija.lt

Biržų "Aušros" pagrindinė mokykla Birzai "Ausra" high school

http://birzuausra.lt

Kauno Jono Jablonskio gimnazija Kaunas Jonas Jablonskis gymnasium

www.jablonskis.kaunas.lm.lt

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VERY SPECIAL THANKS TO:

All who contributed to implementation of the project and Paweł Adamowicz, Irena Adamowska,María Teresa Arbués, Mariola Ataman-Mańkowska, Anna Baranowska, Beata Bukowska, MariaChristodoulou, Patrycja Cybulska, Anna Dąbrowska-Górska , Miguel Delgado Caballero, DimitrisDiamantis, Anna Dolata, Jadwiga Drosdowska, Jelmer Evers, Alicja Fortenbach, Greta Gedgaudaitė,Ewelina Gerke, Hanna Górecka, Joanna Gregorowicz, Michał Guć, Onno Hansen, Mattheos Kakaris,Petra Keller, Piotr Kowalczuk, Joanna Kowalczyk, Jakub Kownacki, Jovyta Kumpienė, AdamLandowski, Lidia Lisińska, Hans en Sofie van Manen, Elena Mantzari, Katarzyna Marczewska,Milena Misztal, Urszula Młynarczyk, Anna Mrotek, Radosław Nowak, Piotr Olech, HenrykOlszewski, Chara Papanikolaou, Monika Piotrzkowska-Dziamska, Małgorzata Perzyna, LilianaPłoszaj, Agata Rafałowska, Anna Rejkowska, Piotr Romanowski, Magdalena Skiba, Sylwia Sorn,Marzena Sorokosz, Beata Staszyńska, Teresa Staszyńska, Ewelina Szajdziuk, Grzegorz Szczuka,Waldemar Tłokiński, Anna Turowska, Antonis Vlahakis, Hein Wils, Anna Wolińska, DariuszWołodźko, Elżbieta Zakrzewska, Michał Zapolski-Downar, Katarzyna Ziemann, Joanna Zorn-Szumiło,all students from Gdansk schools, all the participants in the Polish, Spanish, Greek and Lithuanianworkshop.

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COLOPHON

PROJECT TITLE: Augmented Reality towards better understanding of Online Identities IDentifEYE - 2013-1-GR1-LEO05-13907

EDITORS: Onno Hansen, Beata Staszyńska

ASSISTANT EDITORS: Jakub Kownacki, Ewelina Gerke, Chara Papanikolaou

TEXTS: Onno Hansen, Beata Staszyńska, Mattheos Kakaris, Radosław Nowak , Jakub Kownacki

GRAPHIC DESIGN: Chara Papanikolaou, Beata Staszyńska

PHOTOS, ILLUSTRATIONS: Jakub Kownacki, Beata Staszyńska

ISBN: 978-83-63988-10-4

COPYRIGHT BY: IDentifEYE – WWW.ID-EYE.EU

NOT FOR SALE